Introduction. The present work investigates the issues related to technological and administrative support for the blended learning process in higher education in Kazakhstan. Aim. This article aims to develop an author’s conceptual model of a unified system for managing the blended learning process by defining the evaluation criteria for an optimal educational environment. Methodology and research methods. The research was conducted in four stages using mixed methods. The first stage involved conducting surveys with participants in the educational process to identify the challenges they encountered while working in a digital educational environment and explore potential solutions. The second stage involved developing evaluation criteria for an optimal educational environment for blended learning. The third stage entailed empirical testing of existing educational platforms that are utilised by 33 leading Kazakh universities. The fourth stage witnessed the development of a pilot conceptual model for a unified environment for blended learning. Results. Based on the integration of Learning Activity Management System (LAMS), Learning Management System (LMS), and Education Content Management System (ECMS), a conceptual model of a unified environment for blended learning was developed. The criteria for the optimal educational environment of blended learning were developed to evaluate the technical, functional, and didactic capabilities of educational platforms. Scientific novelty. The study resulted in the development of a conceptual model for a unified environment for managing the blended learning process. Practical significance. The proposed model can be employed by the administrations of top Kazakhstani universities to implement a student-centred approach to the educational process.

Introduction. The investigation of student research competence development, closely related to the issues of organising educational and scientific research activities in the university environment, is an urgent problem in higher education. Aim. The aim of the research is to theoretically substantiate and develop a model for the formation of research competence in potential foreign language teachers and to create conditions for its implementation in the university environment. Methodology and research methods. The study was founded on a methodological framework rooted in competent-based, active engagement, systematic, humanitarian, and axiological approaches. Analysis, synthesis, generalisation, comparison, experimentation, questionnaires, observations and statistical analysis were employed to establish the foundation of the research. Results and scientific novelty. The concept of “research competence” and its structural components are specified and identified as: motivational-personal, cognitive, behavioural, constructive-designing, transmissive, and reflective-evaluative. The authors have scientifically substantiated and tested a model for the development of research competence in future teachers of a foreign language. This model aims to develop the main research skills of students and includes motivational-personal, cognitive, behavioural, constructive-designing, transmissive, and reflective-evaluative components. Practical significance. The research findings can be used for organising educational and research work among various categories of participants, such as students, undergraduates, and foreign language teachers. Educational courses built upon this model can be seamlessly integrated into the curriculum as an independent module dedicated to the preparation of future foreign language teachers.

Introduction. In a modern urban environment, graffiti also plays a role in shaping the younger generation. Certain creolised texts have a significant educational potential as they reach a wide audience of casual observers. These texts can propagate, emphasise, appeal to, or influence the emotional state of the reader. However, the peculiarities of perception and assessment of the educational potential of urban graffiti are practically unstudied in the scientific community. Aim. The aim of the study was to investigate the mechanism of the impact of urban graffiti with pronounced educational potential on individuals by assessing the features of their perception, memorisation, emotional response, and interpretation of the content. Methodology and research methods. The present study is part of an exploratory laboratory experiment using high-precision research equipment, known as an “eye-tracker”. During the laboratory experiment, the perception features of 21 texts were evaluated. These texts were selected from a pool of 2,000 photographs, which were taken of texts vandalised in the megacities of the Russian Federation. The results were processed mathematically and statistically using descriptive statistics, MANOVA, comparative analysis, and contingency tables. Results. The results of the study demonstrate that urban graffiti with educational potential is memorised and reproduced by 10 to 43% of the study participants. The study describes the unique eye-movement patterns observed during the perception of creolised texts, which lead to a reduced comprehension of the educational content and impact embedded in them. Generalised principles for creating urban graffiti that effectively realise positive educational potential include the presence of a prosocial message, brevity of the text, literal and unambiguous communication, complementation of the text with a consistent graphic image, and the use of creolised text. Scientific novelty. The scientific novelty lies in identifying the mechanism through which urban graffiti, with significant educational potential, impacts students. This is achieved by characterising their perception, emotional evaluation, and interpretation. Practical significance lies in the potential use of the collected data to achieve educational goals through the utilisation of street art and graffiti in urban spaces. This includes considering the specific characteristics and limitations in how young people perceive the educational value of these art forms.

Introduction. Currently, the assessment of school mental skills is of practical interest. Aim. The present research aims to construct and validate a scale for assessing mental skills of schoolchildren. Methodology and research methods. The methodology was built using G. Churchill’s paradigm (1979) adapted to the tasks of the study, which included four stages: building a list of elements; analysing the accuracy of the SMS message scale; analysing inter-factor correlations; and analysing the validity of the scale. To test the methodology based on emotional, cognitive and metacognitive strategies on a voluntary basis, the authors distributed the scale to 311 actors in the Moroccan education system: students, teachers, inspectors and trainers. Results and scientific novelty. The findings indicated that by utilising exploratory factor analysis (EFA), the authors uncovered three distinct factors that compose the school mental competency evaluation scale, resulting in a score of 79.416%. Additionally, when evaluating semantic consistency, the KMO index exceeded the suggested threshold of 0.70. Finally, the assessment of “internal consistency” and “coherence” was exemplified by a notably elevated Cronbach’s alpha value of 0.848. Practical significance. The results obtained can be used as a tool for teachers and educationalists to assess school mental skills.

Introduction. Cochlear implantation (CI) is the most effective method for restoring hearing in individuals with sensorineural hearing loss. The question of how to teach and rehabilitate a child who previously had no connection with the outside world through hearing is relevant. Aim. The present research aims to consider and analyse the main theoretical concepts related to the development of mental and speech processes in children after cochlear implantation. It seeks to identify factors and learning trajectories that influence the formation of cognitive structures, taking into account ontogenetic peculiarities to justify the necessity of creating an integrated approach model in the education and rehabilitation of children with impaired auditory analysers. Methodology and research methods. The work was based on an activity-based and natural-scientific approach, as well as a cultural and historical concept of the formation of higher mental functions. The research methods involved analysing and structuring the results of studies conducted by Russian and foreign authors. Results. The results of the analysis of modern research have shown the significant role of mental and speech development in the education and rehabilitation of children after cochlear implantation. The main theoretical concepts include the following postulates: the transition of a child to internal speech occurs with a significant delay, relying solely on the study of pronouncing words; children with impaired hearing may possess the skill of reading and writing, but it functions as a mechanical knowledge of the rules for performing these skills, rather than understanding the information received; a child with a cochlear implant may have developed external speech, which does not necessarily indicate the development of thinking. Scientific novelty. The scientific novelty of this work lies in structuring and highlighting the main modern theoretical concepts related to the formation and development of mental and speech processes in children after cochlear implantation. This has enabled the formulation of a position that views these processes as targets for effective learning and socialisation of the child as a whole. Theoretical substantiation is provided for an integrated approach to developing psychological, pedagogical, and psychocorrection programmes for the education and rehabilitation of children with impaired auditory analysers. Practical significance. During the rehabilitation process of a child following cochlear implantation, it is essential to consider factors such as the natural speech environment, emotional background, and the focus of remedial activities on developing understanding and comprehension of perceived information.

Introduction. At the cultural and symbolic level, admitting foreign students helps promote Russian education on a global scale and fosters interethnic dialogue, translating it into tangible actions. This appears to be a significant task on Russia’s current foreign policy agenda. Aim. The present research aimed to identify the main motives of Chinese youth for studying at Russian pedagogical universities, the basic barriers to integration, as well as a subjective assessment of the prestige of Russian pedagogical education. Methodology and research methods. The methodological framework of this study is based on the synthesis of systemic and institutional approaches. To collect data, an online survey adapted to various levels of Russian language proficiency was used. Results. It has been established that Chinese students highly value the prestige of a Russian diploma and the quality of education. The language barrier has a significant impact on the quality of education, as well as on the positive evaluation of the university environment and the embrace of cultural norms. Scientific novelty. An empirical toolkit has been developed and tested to describe the features of the integration of Chinese students into the Russian educational space. The data presented enabled the authors to gain a primary snapshot of information regarding the motives, practices, and barriers faced by foreign students studying in Russia. Practical significance. The main language difficulties faced by Chinese students that hinder their successful integration into the Russian educational environment have been identified. Based on this research, there are plans to publish a Chinese-Russian and Russian-Chinese dictionary focusing on pedagogy.

Introduction. The relevance of the research is determined by the necessity to fill knowledge gaps related to understanding the socio-cultural transformations taking place in the student environment due to the extensive development of inclusive technologies in universities. Aim. The present research aimed to identify transformations in the public consciousness of students associated with the period of application of the inclusive approach and to determine the factors that determine them. Methodology and research methods. The study relies on the theoretical and methodological concept of constructing a metasystem “personality – group – society” in the context of an individual assimilating social experience. In determining the empirical basis of the study, the principle of unity and differentiation was applied to identify potential causal relationships between the socio-demographic characteristics of respondents and the development of predominant sentiments regarding the resolution of integration issues in society for individuals with disabilities. A comparison of the semantic dominants of the attitudes towards disabled students, who studied in 2008 (at the initial stage of awareness of the need for an inclusive approach) and in 2023 (at a mature stage characterised by many years of experience in ensuring a barrier-free educational environment in universities), allowed the authors to identify a number of fundamental socio-cultural characteristics of modern students for further qualitative research. Results. The research outcomes revealed that there have been no qualitative changes in the public consciousness of modern students regarding people with disabilities, despite the extensive development of inclusion in universities. Additionally, there are still persistent manifestations of stigmatisation of students with health problems. The negative impact of overestimating the effect of administrative factors on the inclusive process, on the one hand, and ignoring the need to support the development of social values in the student’s personality, on the other, was revealed. Scientific novelty. The research contributes to the development of scientific reflection methods in line with the phenomenological approach and clarifies the subject area of studying inclusive processes in universities. Practical significance. The presented materials and conclusions may be of scientific and practical interest to both researchers and organisers of inclusive processes in universities.