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Introduction: This study investigates higher education teachers' perceptions of active teaching methods—Case-Based Learning (CBL), Problem-Based Learning (PBL), and Team-Based Learning (TBL)—and their integration with digital technologies. These pedagogical strategies are crucial for fostering critical thinking, collaboration, and problem-solving skills among students, especially in the digital age. Despite their benefits, challenges such as resource limitations, time constraints, and insufficient training hinder their implementation. Methods: A mixed-methods approach was adopted, involving 104 educators from various higher education institutions in Kazakhstan. Participants underwent an eight-week training program consisting of 72 h of workshops, collaborative activities, and self-paced learning. Pre- and post-training assessments measured knowledge, confidence, and practical application of active teaching methods. Surveys, feedback sessions, and peer evaluations provided qualitative and quantitative insights into participants' experiences and challenges. Results: The training program significantly improved participants' knowledge, confidence, and ability to implement CBL, PBL, and TBL. Post-training assessments showed a 4.2-point increase in confidence and practical application scores. Most educators (66.35%) reported moderate adaptability of these methods to their current educational programs, while 27.88% achieved high adaptability. Participants identified resource limitations (43.27%) and time constraints (33.65%) as key challenges. Problem-Based Learning (PBL) was preferred for fostering critical thinking and problem-solving, with a majority (51.92%) favoring it over other methods. Digital technologies, such as Moodle and augmented reality tools, enhanced teaching effectiveness and student engagement. Discussion: The findings highlight the transformative potential of active teaching methods and digital integration in higher education. Educators across various academic positions and institutions perceived these methods as highly effective, aligning with the Diffusion of Innovations Theory. Challenges such as insufficient resources and curriculum misalignment were significant barriers to broader adoption. Continuous professional development, institutional support, and strategic resource allocation are crucial for optimizing these methods' impact. [ABSTRACT FROM AUTHOR]

Nowadays, when there is a need to introduce various innovations into the educational process, most efforts are aimed at simplifying the learning process. To that end, electronic textbooks, testing systems and other software is being developed. Most of them are intended to run on personal computers with limited mobility. Smart education is currently very relevant. Therefore, it is necessary to develop a software package that would simplify the learning process in secondary and high schools. The mobile application under consideration was developed on the Android operating system, given the extensive use of mobile devices and a convenient application development toolkit. This mobile application can simplify the students' acquisition of information that is required for an effective educational process. The mobile application reaches a wide audience that includes both students and teachers of various disciplines. A pedagogical experiment was conducted as part of this research at the S. Toraighyrov Pavlodar State University; the experiment proved the need for and effectiveness of the developed mobile application in the field of education. The software can be used in educational institutions; it can simplify the organization of the educational process significantly.

This study explores the development and impact of digital literacy skills among teachers at Astana International School, Kazakhstan, and examines how these skills influence the teaching of Computer Science and Design to middle school students. Employing a mixed-methods approach, the research combined quantitative assessments of students' proficiency with qualitative evaluations of teacher and student experiences, involving 71 teachers and 382 students from grades 7 to 10. The findings indicate that students taught by digitally literate teachers demonstrated significant improvements in designing and utilizing virtual reality tools, mobile applications, and other digital resources, with teachers facilitating more interactive and engaging learning environments that enhanced students' technical skills and creative capacities. This research contributes new insights into the dynamics of digital literacy in education, emphasizing the critical role of teacher training in digital tools for enhancing educational practices and uniquely demonstrating how systematic application of digital literacy can transform educational outcomes, supporting the integration of technology in teaching, aligned with the needs and competencies of Generation Z students. [ABSTRACT FROM AUTHOR]

The object of this study is the analysis of questionnaire data using ontological modeling. The task relates to the fact that conventional methods for processing questionnaire data are often insufficiently effective when working with large volumes of information and do not make it possible to automate many analysis processes. As a result of the study, an ontology was designed that structures and analyzes questionnaire data, which allows for a more accurate identification of hidden relationships between variables. Using these theoretical provisions, an information system for assessing the quality of assimilation of preschool children's competencies was built. 150 children from various preschool organizations were involved in the study as respondents. The data integration method proposed in this paper significantly facilitated the process of data analysis both for a group and for an individual respondent. The key difference of the proposed methodology is the automation of routine data analysis operations based on the ontological structure, which significantly simplifies the processing of large volumes of information. This makes it possible to solve the problem of limitations in conventional analysis methods and makes data analysis more scalable and reproducible. The practical application of the results is possible in marketing for analyzing customer satisfaction, market segmentation, and evaluating the effectiveness of advertising campaigns. In the educational domain, the ontology could be used to evaluate the quality of programs and analyze respondents' opinions, and in sociology - to analyze public opinion and conduct research on social phenomena. Thus, the proposed ontology provides an effective tool for analyzing large volumes of questionnaire data, allowing organizations to make more informed decisions and improve their efficiency. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) is an emerging technology that holds vast potential for being used in pedagogy. The underlying technology of AR is becoming cheaper and ubiquitous every day as smartphones and tablets flood our markets. Numerous AR applications have been designed and developed for Android and IOS platforms to teach STEM subjects. The complexity and scope of such applications range from primary education to university education. While AR-based educational applications have been developed in both developed and developing countries, there is still a need for such applications in Kazakhstan. This systematic literature review looked at developed AR applications for teaching STEM subjects to high school children to develop a pathway for developing indigenous AR applications at the same scale. We identified a lack of standardized assessment tools for measuring success of AR studies. The results of the systematic literature suggest that developers from Kazakhstani will need to focus on reducing techno stress on children. Otherwise, the intended results may not be achieved as stress is counterproductive. [ABSTRACT FROM AUTHOR]