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All Journal International Journal of Evaluation and Research in Education (IJERE)
Nurgaliyeva, Saniya
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Education

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Kazakhstan’s universities: global challenges and local duties improving education quality Nurgaliyeva, Saniya; Zeinolla, Saule; Aben, Assel; Iskendirova, Saule; Ismukhanova, Gulnara
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31852

Abstract

Over the years of independence, Kazakhstan has developed a higher education (HE) system that incorporates both national characteristics and international standards. However, the system still struggles to meet new challenges, and its scale, while comparable to global standards, does not yet reflect the growing requirements for quality education essential for ensuring competitiveness. The study aims to evaluate the extent of variability in Kazakhstan’s policies as they navigate between global challenges and local objectives in the pursuit of higher education quality. A quantitative method was utilized to collect and analyze the study data to identify relationships, test hypotheses, and draw generalizations. The study sample consists of a total of 1,200 educators from various universities. The study findings revealed that Kazakhstan is rapidly advancing to the third stage of HE internationalization, striking a balance between importing and aspiring to export HE. This study is important as it provides valuable insights into how Kazakhstan’s modern universities can effectively manage the intersection of global challenges and regional obligations to enhance the quality of HE.
Improving preschooler’s adaptation through game-based technologies Kilybaуeva, Gulnur; Kyyakbayeva, Ulbossyn; Izmagambetova, Raissa; Myshbayeva, Gulmira; Bekmagambetova, Roza; Nurgaliyeva, Saniya
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31955

Abstract

Preschool years are critical for a child’s future learning and development. One of the most important challenges when a child enters kindergarten is adaptation. Negative experiences during this period might affect a child’s adaptation to school and may have long-term consequences. Leveraging game-based technologies can transform early education, making it more engaging, personalized, and effective, thus ensuring better preparedness for formal schooling. This study evaluates the effectiveness of game-based technologies in improving the social, emotional, and cognitive adaptation of young children to preschool settings in Kazakhstan. By employing a comprehensive mixed-methods approach, this research provides robust evidence of the efficiency of game-based technologies in supporting young children's adaptation to preschool environments in Kazakhstan. The study included two groups of children: an experimental group (EG) (n=70) and a control group (CG) (n=70). The positive outcomes suggest that incorporating game-based learning into early childhood education can considerably improve the overall preschool experience, and better prepare children for future academic challenges. The study’s findings provide valuable guidance for educators looking to improve early childhood education.
Preservice primary school teachers’ intention to teach national identity education: evidence from Kazakhstan Sabanbayev, Nurbek; Ayapbergenova, Gulsum; Turalbayeva, Almash; Nurmakhanbetov, Arman; Kastayev, Serik; Nurgaliyeva, Saniya
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.38988

Abstract

Fostering national identity (NI) in primary school students is essential for promoting civic awareness and supporting sustainable national development. Early school years are particularly critical for shaping NI, which places additional demands on teachers and the primary education system. Pre-service primary school teachers (PPSTs) often face challenges in translating their intentions to teach national identity (INTNI) into classroom practice. This study investigated the factors influencing these teachers’ intentions and the mechanisms through which these intentions develop. Drawing on the theory of planned behavior (TPB) and social identity theory (SIT), data were collected from 254 pre-service teachers at a Kazakhstani university and analyzed using partial least squares structural equation modeling (PLS-SEM). Results revealed that institutional resources shape teachers’ intentions indirectly by enhancing attitudes toward teaching NI, teaching self-efficacy, and national identity awareness (NIA), while direct effects were not significant. Internalization of national values (INV) had a weaker but meaningful impact. The findings highlight the importance of teacher education programs emphasizing professional confidence, positive attitudes, and identity awareness to prepare teachers effectively for implementing NI education in primary schools.
Co-Authors Aben, Assel Ayapbergenova, Gulsum Bekmagambetova, Roza Iskendirova, Saule Ismukhanova, Gulnara Izmagambetova, Raissa Kastayev, Serik Kilybaуeva, Gulnur Kyyakbayeva, Ulbossyn Myshbayeva, Gulmira Nurmakhanbetov, Arman Sabanbayev, Nurbek Turalbayeva, Almash Zeinolla, Saule