Международный журнал образования и цифровой педагогики

Emotional Intelligence as a Factor in Preventing Professional Burnout among University Faculty

2025-08-18T13:31:04+05:00

The aim of this study was to identify the relationship between the level of emotional intelligence and signs of professional burnout among teachers at higher education institutions in Kazakhstan. Thirty-seven teachers from six universities in the country participated in the study. The empirical part included the use of N. Hall's emotional intelligence test (α = 0.935) and the MBI professional burnout questionnaire by K. Maslach and S. Jackson (α = 0.850). Statistical data processing was performed using Jamovi software and included descriptive statistics, t-tests for independent samples, and correlation analysis. The results showed that components of emotional intelligence, especially empathy and self-motivation, are negatively correlated with levels of psycho-emotional exhaustion and depersonalization. The data obtained confirm the high reliability of the methods used and emphasize the importance of developing emotional intelligence as a resource for preventing professional burnout among teachers.

Развитие исследовательских навыков как стратегия профессиональной устойчивости педагогов сельских школ: опыт Казахстана

2025-09-15T17:07:12+05:00

В статье представлено всестороннее исследование факторов, влияющих на профессиональное развитие и устойчивость сельских учителей в Казахстане, основанное на опросе 205 педагогов.
Анализ выявил ключевые барьеры, такие как ограниченный доступ к обучению, высокая рабочая нагрузка, нехватка ресурсов, недостаточная административная поддержка и низкая мотивация. Вместе с тем были определены потребности учителей в новых программах профессионального развития.
Особое внимание уделено практике Action Research, которая демонстрирует высокую эффективность в повышении профессиональной устойчивости педагогов. Вовлечение учителей в этот совместный формат обучения позволяет им активно участвовать в образовательных инновациях и превращаться из пассивных получателей знаний в инициаторов изменений.
Практические рекомендации включают увеличение инвестиций в инфраструктуру, внедрение программ наставничества и коучинга, а также адаптацию курсов профессионального развития под реальные потребности учителей.

The Case Method in Knowledge Assessment: From Theory to Practice

2025-09-10T21:04:28+05:00

In the context of transforming educational assessment approaches, the case method has proven itself to be an effective tool for developing and assessing professional competencies. Research confirms that analyzing real-life situations promotes the development of critical thinking, problem-solving skills, and the practical application of knowledge. However, its potential as an assessment tool remains understudied, especially in the digital educational environment. The purpose of this article is to investigate the impact of the case method on students' academic performance when integrated into the assessment system. The study used methods of questioning, developing adapted cases, and pedagogical experimentation. A preliminary experiment involved 1,640 students, and a survey involved 23 respondents, which made it possible to identify key requirements for the structure and content of cases. Based on this data, 15 interactive cases were developed and integrated into the Moodle LMS. The experiment involved 1,640 students, divided into a control group (traditional tests) and an experimental group (case method). The results of the experimental group showed that the use of the case method led to significantly higher results (95.97±9.0) compared to the control group (92.25±10.0), as well as increased the level of engagement and depth of problem analysis. The data obtained allow us to conclude that the case method is not only effective for assessing knowledge, but also contributes to the development of practice-oriented skills, which makes it a promising tool in modern education.

The process of lesson planning using generative artificial intelligence: a study based on the TRACK model and UNESCO's competency framework

2025-09-15T16:20:32+05:00

The article discusses one of the key problems of modern pedagogical practice – the difficulties teachers face when formulating lesson objectives. Based on data from a survey of 300 schools conducted by the I. Altynsarin NAE (2023), in which 22% of teachers indicated difficulties with goal setting, the article explores the potential of large language models (LLMs) as a tool for optimizing this stage of planning. A structured algorithm for using the Google Gemini model to generate lesson objectives, descriptors, and learning tasks is proposed and described. The effectiveness and risks of this approach are analyzed through the lens of the TRASC (Technological Pedagogical Content Knowledge) theoretical framework and the UNESCO Artificial Intelligence Competency Framework for Educators. The article argues that AI can serve as a tool for educators, reducing the cognitive load in routine stages and freeing up resources for creative and analytical aspects of teaching. However, its effective integration requires educators to develop new competencies related to the critical evaluation of generated content and its adaptation to unique pedagogical contexts.