«Progress in Science» (November 13-14, 2025). Brussels, Belgium, 2025

November , 2025 № 11 Brussels, Belgium 13-14.11.2025 Proceedings of the 11th International Scientific Conference 2 UDC 001.1 P 97 Publisher.agency: Proceedings of the 11th International Scientific Conference «Progress in Science» (November 13-14, 2025). Brussels, Belgium, 2025. 227p ISBN 978-4-4602-8299-2 DOI 10.5281/zenodo.17957269 Editor: Kamil Thys, Professor, University Brussel International Editorial Board: Noah Timmermans Professor, University of Antwerp Sophie Timmermans Professor, Ghent University Hannah Vermeulen Professor, University of Hasselt Amelie Claes Professor, University of Namur Milan Janssen Professor, University of Louvain Mila Dupont Professor, University of Liège Leon Segers Professor, University of Mons Jules Lambert Professor, Saint-Louis University, Brussels Naël Martens Professor, Catholic University of Leuven Eleanor Dubois Professor, European College for Liberal Studies Zoé van de Velde Professor, International Management Institute Féline Lemaire Professor, Charles Péguy Institute Sophia Smet Professor, SAE Institute Cloé Aerts Professor, European Communication School [email protected] https://publisher.agency/ «Progress in Science» (November 13-14, 2025). Brussels, Belgium 3 Table of Contents Economic Sciences OPTIMIZATION OF FINANCIAL STREAMS IN CORPORATE LOGISTICS SYSTEMS OF THE RAILWAY SECTOR: METHODOLOGICAL PERSPECTIVES ............................................................................................................................................................................................. 6 ABDIKHAIMOVA ANAR ВЛИЯНИЕ БАНКОВ ВТОРОГО УРОВНЯ НА МАЛЫЙ И СРЕДНИЙ БИЗНЕС В КАЗАХСТАНЕ ............................................................... 13 СМАГУЛОВ А.М. СЕРИКБАЕВА Б.М. Pedagogical Sciences COMMUNICATIVE TASKS FOR THE DEVELOPMENT OF MONOLOGUE SPEECH IN FOREIGN LANGUAGE LESSONS FOR STUDENTS AT THE BASIC STAGE OF SECONDARY SCHOOL ............................................................................................................................................ 19 AYAZBAYEVA ZHAZIRA BAINESH SH.B. THE USE OF GAMIFICATION AS A METHOD IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS ......................................... 22 TALAPOVA A.K. MYRZATAYEVA M.B. THE EFFECTIVENESS OF THE FLIPPED CLASSROOM IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS ............................. 32 TALAPOVA A.K. KAMOVA A.K. DIGITAL TRANSFORMATION IN EDUCATION ........................................................................................................................................... 42 ABIEV BAKHYTZHAN MYRZAKHMETOVICH ZHAPAROVA LAILA BEKZATHANOVNA THE ROLE OF PROJECT-BASED LEARNING IN DEVELOPING SPEAKING SKILLS AMONG SECONDARY SCHOOL STUDENTS ................. 46 TALAPOVA A.K. ABAY G. DEVELOPMENT OF LINGUOCULTUROLOGICAL SUBCOMPETENCE OF STUDENTS IN THE SENIOR CLASSES ON THE BASIS OF ENGLISH ARTISTS' PAINTINGS (METHODICAL RECOMMENDATIONS) ................................................................................................... 53 ESENGALI DIANA BAUYRZHANQYZY ZHUMAGULOVA B. S ENHANCING LISTENING SKILLS THROUGH THE USE OF ENGLISH MOVIES AND TV SERIES IN THE CLASSROOM ............................... 56 TALAPOVA A.K. ZHANBOLATKYZY. A. THE ROLE OF COOPERATIVE LEARNING METHOD IN TEACHING AND SUPPORTING CHILDREN WITH DIVERSE NEEDS .................... 61 TALAPOVA A.K. YULDASHEVA A.K. FRANSIZ DILININ TƏLIMINDƏ TEXNIKI VƏSAITLƏRDƏN ISTIFADƏ ......................................................................................................... 71 RƏFIYEVA XURAMAN ƏLI QIZI UPDATİNG AND IMPROVİNG THE QUALİTY OF MODERN HİGHER PEDAGOGİCAL EDUCATİON .......................................................... 75 TANZILA SARVAR GASIMOVA БИОЛОГИЯ САБАҒЫНДА ЭВРИСТИКАЛЫҚ ӘДІСТЕР АРҚЫЛЫ ОҚУШЫЛАРДЫҢ БІЛІМІН ЖЕТІЛДІРУ ........................................... 78 ЮСУПОВА ДИЛЬНОЗА ЖОРАБАЕВНА САПАРОВА НИГИНА БАТЫРХАНҚЫЗЫ Philological Sciences LEXICAL-STYLISTIC DEVICES IN THE ENGLISH LANGUAGE AND THEIR EXEMPLARY ANALYSIS ............................................................. 88 GONCHA AHMADOVA GRAMMATICAL FEATURES OF EXCLAMATIONS IN TURKISH LANGUAGES ............................................................................................ 93 SUSAN FAHRADDIN GIRL HUSEYNOVA Political Studies THE SHANGHAI COOPERATION ORGANIZATION AS A TOOL FOR DEVELOPING SUSTAINABLE TRADE CORRIDORS IN THE SYSTEM OF INTERNATIONAL RELATIONS .................................................................................................................................................................... 96 BITLEUOV A.A. ZHUMASHEVA S.S. Architecture АРХИТЕКТУРАЛЫҚ ДИЗАЙНДА REVIT ЖӘНЕ 3DS MAX БАҒДАРЛАМАЛАРЫН ҚОЛДАНУ АРҚЫЛЫ СТУДЕНТТЕРДІҢ КӨРКЕМ ҚИЯЛЫН ДАМЫТУ ................................................................................................................................................................................. 109 АЖИТАЕВ Н. Е. БАЙЖАНОВА Ж. Б. ТУЯКБАЕВА А. Ш. Psychological Sciences THE USE OF MINDFULNESS IN THE WORK OF A PSYCHOLOGIST WITH ADOLESCENTS...................................................................... 116 GULNARA HASANOVA Proceedings of the 11th International Scientific Conference 4 Chemical Sciences ISOLATION AND IDENTIFICATION OF LACTIC ACID BACTERIA FROM KUMYS AND SHUBAT FOR INDUSTRIAL PRODUCTION OF STARTER CULTURES ................................................................................................................................................................................ 122 ABDIHAIMOVA GULZHAZIRA TAPALOVA ANIPA RESEARCH ON PEDAGOGICAL APPROACHES IN TEACHING ORGANIC CHEMISTRY ............................................................................ 127 MAMMADOVA AYNUR TEYYUB JAFARLI GUNEL HAFIZ Culturology THE SINGAPORE EXPERIENCE FOR KAZAKHSTANI MUSEUMS: NEW IDEAS FOR VISITOR ENGAGEMENT ......................................... 129 KUBASHEVA ELENA Technical Sciences GENERATIVE AI FOR FINTECH: INTELLIGENT MODELS FOR FINANCIAL INNOVATION ........................................................................ 132 AKHMETOV R. R. KUATBAYEVA A. A. ANALYSIS AND PERFORMANCE EVALUATION OF A REGENERATIVE ENERGY ELEVATOR DRIVE SYSTEM IN RESIDENTIAL BUILDINGS FOR REDUCING POWER CONSUMPTION............................................................................................................................................... 143 HARUNOV A.T. ALIGULIYEVA KH.V. KULIYEVA А.I. ИССЛЕДОВАНИЕ ДИОКСИДА АЗОТА В ТРОПОСФЕРНОМ СЛОЕ НА ТЕРРИТОРИИ КЕЛЬБАДЖАРСКОГО РАЙОНА НА ОСНОВЕ СПУТНИКОВЫХ ДАННЫХ ...................................................................................................................................................................... 152 ИСКЕНДЕРЗАДЕ ЭЛЬЧИН БАРАТ ОГЛЫ МАММЕДОВА ИЛАХА ТЕЛМАН КЫЗЫ АХМЕДАГА СЕФЕРЛИ НАСИРОВА ВУСАЛА РАГИБ КЫЗЫ Biological Sciences EVALUATION OF SYNERGISTIC ANTICANCER ACTIVITY IN NOVEL MULTICOMPONENT COMBINATIONS DESIGNED TO ENHANCE SELECTIVITY AGAINST NON-SMALL CELL LUNG CANCER CELLS ........................................................................................................... 159 ARCHIL CHIRAKADZE NODAR MITAGVARIA NELI MAKHVILADZE TEIMURAZ CHUBINISHVILI GEORGE GABISONIA IURI MIGRIAULI KETEVAN CHAKHNASHVILI MIKHEIL JANGAVADZE ZANDA BEDINASHVILI NODAR SULASHVILI THARIQ THAHIR KOTTILINGAL SAMYA SYED GIORGI PALAVANDISHVILI KHTUNA TSERODZE KAKHA GORGADZE NANA KHUSKIVADZE DAVID APHKHAZAVA Medical Sciences МИНДАЛЕВИДНОЕ ТЕЛО: ФУНКЦИИ, СВЯЗЬ С ЛИМБИЧЕСКОЙ СИСТЕМОЙ, КРУГ ПЕЙПЕЦА, ВЗГЛЯД СО СТОРОНЫ АНАТОМИИ ............................................................................................................................................................................................ 190 СҮЛЕЙМЕНОВА АНАР ЖҰМАҚАНҚЫЗЫ ЖАҚАНБАЙ АНУАР АЙДАРҰЛЫ EPIDEMIOLOGY AND METHODOLOGICAL FEATURES OF EARLY DETECTION OF MALIGNANT TUMORS: THE ROLE OF ONCOLOGICAL SCREENING .............................................................................................................................................................................................. 200 ARMAN KHOZHAYEV ALISHER ABISHEV TANGSU KHASSAN DINARA ORALOVA KAMESH SADENOV AZAT KHALILIN BATYRKHAN BEGIMBETOV ZHAMILYA TAILASH ОСОБЕННОСТИ КЛИНИЧЕСКОГО ТЕЧЕНИЯ АЛЛЕРГИЧЕСКОГО РИНИТА: ЭКОЛОГИЧЕСКИЕ АСПЕКТЫ ........ 213 ШАМАХУНОВА ЗУЛЬФИРА АШМАХУНОВНА БАЯХМЕТОВА ЗАУРЕ ЕРЖАНҚЫЗЫ МАТКЕЕВА ЭЛЬВИРА КЕНЖЕБЕКҚЫЗЫ САБИРОВА САБИНА РИНАТҚЫЗЫ «Progress in Science» (November 13-14, 2025). Brussels, Belgium 5 CLINICOEPIDEMIOLOGICAL STUDY OF CELLULITIS THROUGH ALT-70 SCORING AND ERON SEVERITY INDICES WITH QUALITY-OFLIFE CORRELATION.................................................................................................................................................................................. 217 SHAIKH SOHAIL A. JADKAR PRANIT D. JAISWAR RAJ H. DR. GUNJEGAONKAR SHIVSHANKAR M. DR. JOSHI AMOL A. Geographic Sciences SU MÜHARIBƏLƏRI: KÜRƏNIN ƏN QIYMƏTLI RESURSUNUN PAYLANMA COĞRAFIYASI .................................................................... 231 ƏLIYEVA ŞƏFƏQ MƏMMƏD QIZI Proceedings of the 11th International Scientific Conference 6 Economic Sciences OPTIMIZATION OF FINANCIAL STREAMS IN CORPORATE LOGISTICS SYSTEMS OF THE RAILWAY SECTOR: METHODOLOGICAL PERSPECTIVES Abdikhaimova Anar ORCID ID 009-0009-6269-286x Abstract The article explores methodological approaches to the optimization of financial streams in corporate logistics systems within the railway transport sector. Given the capital-intensive and tariff-regulated nature of railway operations, efficient financial management becomes a decisive factor for maintaining liquidity and profitability. The study aims to systematize tools and models that enhance financial coordination and reduce transaction inefficiencies across logistics networks. The research builds upon the theoretical frameworks of V.I. Sergeev, V.V. Dybska, and E.I. Zaitsev, complemented by recent international studies on supply chain finance and digital logistics management. The methodological foundation integrates budgeting, scenario modeling, correlation analysis, and digital predictive tools that link operational and financial indicators. Results indicate that data-driven optimization and ERP integration substantially improve financial turnover, shorten payment cycles, and mitigate liquidity risks. The findings contribute to the refinement of methodological perspectives in financial logistics and support the transition of railway enterprises toward analytical, risk-oriented, and sustainable models of financial management. Keywords: financial stream optimization; corporate logistics; railway transport; financial modeling; ERP systems; predictive analytics; supply chain finance; digital transformation; liquidity management The optimization of financial streams has become one of the key challenges for corporate logistics systems in the railway transport sector. The complexity and capital intensity of freight operations, coupled with regulatory constraints and fluctuating tariffs, demand a precise methodological framework for effective financial management. Railway logistics companies face the need to coordinate large-scale cash movements associated with transportation services, leasing agreements, repair and maintenance costs, and payments to infrastructure operators. The growing integration of logistics and financial subsystems transforms the traditional concept of cost accounting into a strategic process aimed at maximizing efficiency and liquidity (Sergeev, 2021). In Russia, railway logistics enterprises operate under conditions of high capital turnover and long-term investment cycles. The introduction of digital financial tools, electronic document management, and predictive analytics has expanded the methodological possibilities for improving financial flow coordination. However, empirical studies reveal that many operators still rely on fragmented budgeting systems and lack integrated approaches to monitoring liquidity and profitability (Dybska et al., 2020). The problem is further aggravated by the mismatch between «Progress in Science» (November 13-14, 2025). Brussels, Belgium 7 the timing of cargo shipments and the receipt of payments, which often leads to temporary cash deficits and unbalanced working capital. The methodological aspect of optimization focuses on the systematic use of quantitative and analytical instruments capable of linking operational parameters—such as freight volume, route utilization, and tariff structures—with financial indicators including turnover, profitability, and solvency. Advanced optimization models employ scenario planning, variance analysis, and correlation-based diagnostics to identify inefficiencies in cost allocation and predict liquidity risks (Zaitsev & Sterligova, 2022). Moreover, the integration of ERP systems and big data platforms allows for real-time monitoring of cash inflows and outflows, improving decision-making accuracy and reducing transaction delays. The purpose of this study is to examine methodological perspectives and analytical tools that support the optimization of financial streams in corporate railway logistics systems. The research aims to identify modern mechanisms that improve the synchronization of financial and material flows, contributing to the overall competitiveness of the railway transport sector. The article also discusses how digital transformation reshapes financial management practices, turning them from reactive accounting functions into proactive systems of analytical control and strategic forecasting. The methodological foundations of financial stream optimization in logistics originate from the systems approach, which considers all flows—material, informational, and financial—as interconnected subsystems within a unified corporate structure. According to Sergeev (2021), the essence of optimization lies in maintaining dynamic equilibrium between inflows and outflows of financial resources, ensuring continuous solvency and minimizing idle capital. Financial flows, therefore, serve not only as a reflection of economic activity but as an active instrument of strategic control over logistics operations. Dybska et al. (2020) emphasize that the methodological essence of logistics finance is based on the principle of integrated resource management, where financial and operational decisions are made simultaneously rather than sequentially. This integration allows for balancing transport schedules, payment settlements, and capital investments within a single budgeting framework. In this context, optimization implies the transformation of financial management from a reactive administrative process into a predictive and analytical function supported by quantitative modeling and digital control. The theoretical literature identifies several core paradigms of optimization. The first is the cost minimization paradigm, which focuses on reducing logistics costs through efficient allocation of financial resources. The second is the profitability maximization paradigm, which seeks to enhance the financial returns of logistics operations by optimizing the structure of cash inflows and outflows. The third is the resilience paradigm, which prioritizes stability and risk mitigation under uncertainty (Zaitsev & Sterligova, 2022). These paradigms correspond to the broader theory of financial equilibrium, where each decision is evaluated in terms of both efficiency and sustainability. International research extends these concepts through the lens of supply chain finance (SCF), emphasizing the synchronization of payments, credits, and settlements among all participants of the logistics network (Lambert & Cooper, 2020; UNCTAD, 2023). SCF frameworks integrate financing instruments such as factoring, reverse factoring, and dynamic discounting, enabling liquidity optimization across the entire supply chain rather than within a single firm. The adoption of these models in railway logistics has demonstrated their potential to reduce working capital requirements and improve financial transparency. Furthermore, the theory of digital logistics (Christopher, 2021; World Bank, 2023) introduces data-driven optimization models that rely on predictive analytics, artificial intelligence, and real-time monitoring of financial transactions. These methods expand traditional optimization Proceedings of the 11th International Scientific Conference 8 approaches by introducing continuous feedback loops, allowing companies to simulate multiple scenarios and adjust financial decisions dynamically. The digital paradigm thus redefines financial flow management as a living, adaptive process rather than a static set of control procedures. In summary, the theoretical framework combines classical logistics principles with modern financial analytics. Optimization in this sense is both a methodological and technological process — it integrates economic modeling, digital systems, and managerial decision-making aimed at maximizing liquidity, profitability, and long-term resilience within railway corporate logistics systems. Methodological optimization of financial streams in corporate railway logistics systems relies on a combination of classical financial management tools and modern data-driven approaches. Traditional techniques, such as financial planning, cost budgeting, and variance analysis, remain essential for structuring resource allocation and ensuring compliance with financial stability standards. However, the growing complexity of logistics networks requires integrating these instruments with digital technologies that enhance transparency, speed, and analytical precision (Sergeev, 2021). Financial optimization begins with constructing models that reflect the interdependence between operational and financial parameters. Quantitative instruments such as correlation analysis and scenario modeling are applied to identify the sensitivity of key variables — including transportation volume, tariff structure, and payment turnover — to changes in liquidity and profitability indicators. These analytical methods allow researchers to model the dynamics of financial streams under varying economic conditions and develop adaptive control mechanisms (Dybska et al., 2020). In addition, financial performance metrics serve as the backbone of quantitative evaluation. The Cash Conversion Cycle (CCC) measures the average number of days required to convert resource investments into cash inflows; the Return on Invested Capital (ROIC) assesses the profitability of financial allocations; while the Financial Flow Index (FFI) provides a synthetic indicator reflecting the efficiency of cash turnover within logistics systems. The integration of these indicators within digital dashboards supports real-time monitoring and enhances managerial responsiveness. Modern optimization further employs Enterprise Resource Planning (ERP) and Business Intelligence (BI) platforms that automate budgeting, forecasting, and reporting. These systems ensure data consistency and reduce manual errors, while predictive analytics modules enable early detection of liquidity gaps and cost overruns. The convergence of financial and operational data within ERP environments strengthens the methodological rigor of financial decision-making and fosters risk-based planning (World Bank, 2023). «Progress in Science» (November 13-14, 2025). Brussels, Belgium 9 Table 1. Comparative Overview of Financial Optimization Tools in Corporate Railway Logistics Method / Tool Type Purpose Analytical Basis Expected Effect Financial Planning & Budgeting Traditional Structuring revenues and expenditures Forecasting, cost allocation Liquidity balance, spending control Variance and Correlation Analysis Quantitative Analytical Identifying key drivers of financial inefficiency Statistical modeling Detection of optimization reserves Scenario Modeling (What-if) Simulationbased Predicting impact of market and tariff fluctuations Sensitivity analysis Improved strategic resilience ERP & BI Systems Integration Digital Analytical Automating financial reporting and monitoring Data analytics, predictive modeling Real-time financial visibility Predictive Cash Flow Analytics AI-based Optimization Anticipating liquidity gaps and cost overruns Machine learning, regression models Risk reduction, decision accuracy ESG-linked Financial Assessment Sustainable Finance Tool Evaluating longterm sustainability of financial flows ESG performance metrics Enhanced investment attractiveness Source: compiled by the author based on Sergeev (2021), Dybska et al. (2020), Zaitsev & Sterligova (2022), and World Bank (2023) The methodological system summarized in Table 1 demonstrates the evolution from static accounting models toward integrated, adaptive frameworks that combine predictive analytics with sustainability-oriented evaluation. Each of the listed instruments complements the others, forming a multi-layered optimization environment in which financial flows are continuously monitored, analyzed, and refined in line with the operational objectives of the railway logistics enterprise. The optimization of financial streams in railway logistics is based on the premise that financial, material, and informational flows form a single self-regulating system. Within this system, each flow performs a dual function: operational — ensuring the continuity of transportation and settlements; and strategic — influencing investment decisions and long-term efficiency. The analysis of Russian corporate railway logistics enterprises demonstrates that the lack of integration between operational planning and financial monitoring remains one of the main sources of inefficiency. By applying the methodological framework described earlier, the optimization process can be presented as a three-level system: 1. Operational optimization, focused on improving the liquidity of daily settlements and cost control; Proceedings of the 11th International Scientific Conference 16 неопределенность для банков и МСБ, что также может приводить к увеличению процентных ставок и ужесточению условий кредитования. Проблема невозвратов кредитных средств – важный аспект. Высокий уровень просроченной задолженности и неплатежей по кредитам в отдельных сегментах МСБ (например, в сезонном бизнесе или торговле) приводит к тому, что банки вынуждены ужесточать свою кредитную политику, чтобы обезопасить себя от возможных убытков. Это, в свою очередь, приводит к сокращению числа кредитных предложений для МСБ. Возникает замкнутый круг: чем меньше кредитов выдается, тем меньше возможностей для развития МСБ. Многие малые предприятия не располагают достаточным объемом ликвидного залогового имущества, а также не могут предоставить необходимые гарантии или подтвердить свою кредитную историю. Данная проблема может быть решена путем развития государственных гарантийных механизмов (например, через фонды гарантирования кредитов) и внедрения программ факторинга, позволяющих МСБ получать финансирование под уступку дебиторской задолженности. Недостаточный уровень финансовой грамотности среди предпринимателей является еще одним фактором, затрудняющим взаимодействие МСБ с банками. Многие предприниматели не обладают достаточными навыками для подготовки качественных бизнес-планов, что затрудняет для банков оценку перспективности проектов и принятие решений о кредитовании. Недостаточная цифровизация и скорость процессов. Медленные процедуры проверки клиентов (KYC), сложный документооборот и нехватка автоматизированных систем оценки кредитоспособности (скоринга) препятствуют масштабированию кредитования МСБ. Практические решения: как банки второго уровня могут усилить поддержку МСБ. Для повышения эффективности взаимодействия банков второго уровня и МСБ необходимы скоординированные усилия, направленные на решение вышеуказанных проблем. Банкам следует расширять линейку кредитных продуктов, адаптированных к потребностям различных сегментов МСБ. Возможные решения: Гибкие кредитные линии. Предоставление краткосрочных оборотных кредитных ресурсов с возможностью изменения лимита в зависимости от сезонности бизнеса или колебаний спроса. Кредитные овердрафты. Предоставление «кредитных овердрафтов» для покрытия текущих потребностей в финансировании. Микрокредитование и факторинг. Развитие программ микрокредитования с упрощенной процедурой оформления, а также расширение использования факторинга. Гарантийные механизмы и совместные программы. Необходимо расширять сотрудничество с государственными фондами гарантирования кредитов (Даму и региональные фонды), которые могут частично покрывать риски банков при кредитовании МСБ. Это позволит увеличить кредитоспособность клиентов, не требуя от них предоставления значительного залогового обеспечения. Развитие цифровых скорингов и платформ. Внедрение цифровых систем оценки кредитоспособности МСБ на основе данных об электронных платежах, налоговой истории и отраслевой принадлежности позволит автоматизировать процесс принятия решений. Финансовое образование и консультации. Банки могут организовывать образовательные программы, консультации и оказывать помощь начинающим предпринимателям. Это поможет улучшить качество кредитных заявок и снизить кредитные риски. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 17 Альтернативные инструменты финансирования. Развитие таких альтернативных инструментов финансирования, как факторинг, краудфандинг, венчурное кредитование, позволит частично компенсировать недостаток доступных банковских кредитов. Влияние банков второго уровня на сектор МСБ:  Рост масштабов операций МСБ. Кредитные ресурсы позволяют МСБ расширять свою деятельность, увеличивать объемы производства и продаж.  Упрощение ведения бизнеса. Платёжные и расчётные решения, предлагаемые банками (эквайринг, зарплатные проекты), значительно упрощают ведение бизнеса для МСБ, снижают транзакционные издержки и повышают эффективность управления финансами.  Синергия с государственными программами. Участие банков в госпрограммах позволяет увеличить доступность финансирования для МСБ. Ограничивающие факторы. Высокая стоимость и недостаточная гибкость кредитов ограничивают рост МСБ, особенно в рискованных областях. Замедленная цифровизация банков сдерживает поддержку МСБ. Системный эффект. Политика банков в отношении кредитования МСБ оказывает системное воздействие на структуру занятости и вклад МСБ в ВВП страны. Практические рекомендации для банков и регуляторов. Для банков:  Разрабатывать адаптированные кредитные продукты для разных этапов развития бизнеса МСБ.  Инвестировать в скоринг и автоматизацию.  Активно использовать госгарантии. Для регуляторов:  Развивать механизмы гарантирования и льготное кредитование.  Уменьшать административные барьеры.  Вводить налоговые льготы для начинающих предпринимателей. К 2025 году в Казахстане заметен устойчивый рост малого и среднего бизнеса. Число таких компаний увеличилось с 1,43 миллиона в 2022 году до около 2,18 миллиона в 2025 году. Это означает, что за четыре года их количество выросло на 50 процентов. Такой подъем показывает укрепление бизнеса и всей экономики страны. Банки второго уровня активно поддерживают этот процесс. Они помогают предпринимателям получать необходимые средства. С 2022 по 2025 год объем кредитов для малого и среднего бизнеса заметно увеличился. Теперь около 33 процентов всех банковских кредитов направляется именно на эти предприятия. Это стало возможным благодаря совместным программам государства и частного сектора. В их число входят Фонд Даму, Холдинг Байтерек и специальные кредиты для ключевых отраслей. Банки приблизились к нуждам бизнеса. К 2025 году примерно 65 процентов малого и среднего бизнеса могут использовать банковские услуги. Это гораздо больше, чем в 2022 году. Крупные банки вроде Halyk, Kaspi, Forte, BCC и других разработали разнообразные цифровые продукты. Эти услуги включают обслуживание, кредитование, автоматизацию процессов и платежи. Все это создает удобную среду для предпринимателей. Несмотря на успехи, у малого и среднего бизнеса остаются серьезные проблемы. Кредиты все еще дорогие. Недостаточно долгосрочных займов. Доступ к банковским услугам различается по регионам. Кроме того, для получения кредита часто требуют залог. Эти трудности замедляют развитие бизнеса. Они мешают малому и среднему бизнесу стать основной силой в экономическом росте. Тем не менее, государство, банки и финансово-технологические компании работают над новыми формами финансирования. Среди них факторинг, краудфандинг, гранты и Proceedings of the 11th International Scientific Conference 18 онлайн-платформы. К 2025 году вклад малого и среднего бизнеса в экономику Казахстана достиг около 40 процентов. Это свидетельствует о движении страны к экономике, основанной на предпринимательстве, инновациях и частной инициативе. В целом, банки второго уровня играют ключевую роль в развитии малого и среднего бизнеса в Казахстане. Они не только предоставляют кредиты. Но и способствуют модернизации бизнеса. Это создает условия для роста, конкуренции и экономических изменений. Если государство, банки и предприниматели продолжат сотрудничество, то малый и средний бизнес сможет дальше развиваться в будущем. 1. Агентство по регулированию и развитию финансового рынка РК (АРРФР), Обзор банковского сектора, 2025 г. 2. Национальный банк РК, Финансовая стабильность Казахстана, 2024–2025 гг. 3. Комитет по статистике МНЭ РК, Малое и среднее предпринимательство: 2022–2025 4. Фонд «Даму», Отчёт о программах финансирования МСБ, 2024–2025 5. Forbes Kazakhstan, Банковский сектор и МСБ: тенденции 2025 6. Аналитический обзор Halyk Finance, Банковское кредитование бизнеса, 2025 «Progress in Science» (November 13-14, 2025). Brussels, Belgium 19 Pedagogical Sciences Communicative Tasks for the Development of Monologue Speech in Foreign Language Lessons for Students at the Basic Stage of Secondary School Ayazbayeva Zhazira Bainesh Sh.B. Candidate of Pedagogical Sciences, Professor Abstract This article explores theoretical and practical approaches to developing monologic speech among basic secondary school students in foreign language lessons. It emphasizes the importance of communicative competence as a foundation for effective language use and examines methods such as communicative teaching, task-based learning, lexical approaches, and CLIL (Content and Language Integrated Learning). The study highlights how these methods foster both linguistic accuracy and confidence in monologue speech and provides recommendations for applying communicative tasks in classrooms following Kazakhstan’s competency-based standards. Introduction In modern education, the ability to communicate effectively in a foreign language is a fundamental skill. Beyond grammatical knowledge, students must develop the ability to express ideas clearly in both spoken and written forms. Monologue speech—the ability to speak at length on a topic—is particularly important at the basic secondary school level, as it encourages independent thought, logical structuring of ideas, and personal expression. In Kazakhstan, educational reforms have shifted the focus from rote memorization to functional language use, integrating competency-based standards that prioritize meaningful communication over mechanical exercises (Kunanbayeva, 2013). This creates a need for methods that develop both accuracy and fluency in monologue speech. Hymes (1972) emphasized that linguistic competence forms the foundation of communicative competence. Without a strong linguistic base, learners cannot produce grammatically correct and contextually appropriate utterances. Similarly, Canale and Swain (1980) distinguished between grammatical, sociolinguistic, discourse, and strategic competencies, highlighting the multidimensional nature of effective communication. 1. Intercultural Communicative Competence as a Component of Monologue Speech Development Intercultural communicative competence refers to the ability to use language effectively in culturally appropriate ways, respecting social norms and values. It combines linguistic knowledge with understanding of cultural contexts, enabling students to communicate meaningfully in diverse situations. Developing monologue speech requires students not only to organize their thoughts but also to consider the cultural expectations of their audience. For example, when describing holidays, traditions, or personal experiences, learners need to select vocabulary, expressions, and stylistic features suitable for their listeners. Proceedings of the 11th International Scientific Conference 20 The process of developing intercultural communicative competence can be enhanced through carefully designed tasks, including: -Storytelling about personal or cultural experiences; -Presentations on familiar or researched topics; -Comparing and contrasting cultural practices; -Discussing global issues from a local perspective. Such tasks promote active engagement, critical thinking, and the ability to construct coherent, culturally informed monologues. Cognitive and social interaction, as emphasized by Vygotsky (1978) and Piaget (1970), plays a crucial role, enabling learners to internalize language structures while practicing meaningful communication. 2.Methods and Approaches to Teaching Monologue Speech in Foreign Language Lessons Effective development of monologic speech relies on a combination of teaching methods that balance accuracy and fluency. Key approaches include: Communicative Method The communicative method emphasizes real-life use of language. Students participate in pair work, group discussions, and problem-solving tasks, using English in meaningful contexts. This helps internalize grammar and vocabulary naturally while building confidence in speaking (Richards & Rodgers, 2014). Task-Based Learning (TBL) TBL focuses on completing purposeful tasks, such as describing a place, giving instructions, or planning an event. Each task involves preparation, performance, and reflection, encouraging both linguistic and cognitive engagement. This aligns with constructivist principles, allowing students to construct knowledge actively (Willis, 1996; Ellis, 2003). Lexical Approach The lexical approach prioritizes vocabulary and phraseology over isolated grammar rules. Learners study collocations, idioms, and fixed expressions, which enables more natural and fluent monologues (Lewis, 1993). For example, using phrases like as a result or in my opinion helps students structure their speech effectively. Grammar in Context Grammar remains essential but should be taught within meaningful contexts. Texts, dialogues, and role-plays provide opportunities to apply structures communicatively, ensuring students understand both form and function (Harmer, 2007). Integrated and CLIL Approaches CLIL integrates content learning with language practice, allowing students to learn science, history, or geography in English. This expands vocabulary, motivates learners, and demonstrates the practical use of language outside traditional lessons (Coyle, Hood & Marsh, 2010). 3.The Role of the Teacher in Monologue Development In communicative teaching, teachers are not mere evaluators; they are facilitators and coparticipants. Their role includes: -Designing communicative contexts that make speaking purposeful; -Providing linguistic scaffolding such as phrases and connectors; -Encouraging risk-taking and reducing fear of mistakes; -Monitoring and providing feedback at appropriate times; -Integrating monologue tasks into broader thematic units such as My Country, Holidays, or Environment. Teachers also adjust tasks for mixed-ability groups, allowing weaker students to present simpler monologues while stronger students produce more complex discourse. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 21 1.Assessment of Monologic Speech Assessment should reflect communicative competence rather than isolated linguistic knowledge. Key criteria include: 1.Content relevance – addressing the topic fully; 2.Organization and coherence – clear structure with introduction and conclusion; 3.Language range and accuracy – diverse vocabulary and correct grammar; 4.Fluency and pronunciation – smooth delivery and clear articulation; 5.Expressiveness and engagement – ability to capture and maintain attention (Hymes, 1972). Formative techniques, such as two stars and a wish or peer feedback, allow students to reflect and learn collaboratively. Conclusion Developing monologic speech in basic secondary school students is a multifaceted process that combines linguistic, cognitive, and cultural skills. Communicative tasks, when carefully designed and integrated, provide opportunities for learners to express themselves meaningfully, think critically, and engage confidently with the target language. Through storytelling, reports, descriptions, and creative projects, students progress from simple sentence production to coherent, organized discourse. Teachers serve as guides, creating supportive environments that encourage risk-taking and self-expression. In short, communicative tasks are more than instructional tools—they are a bridge from classroom learning to real-world communication. When applied consistently, they transform students from passive listeners into active language users capable of expressing their ideas clearly, confidently, and meaningfully. References -Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education. -Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. -Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. -Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. -Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press. -Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman. -Hymes, D. (1972). On Communicative Competence. Penguin. -Kunanbayeva, S. S. (2013). Competence-Based Model of Foreign Language Education. Almaty. -Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. Language Teaching Publications. -Piaget, J. (1970). Science of Education and the Psychology of the Child. Viking. -Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. -Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. -Willis, J. (1996). A Framework for Task-Based Learning. Longman. Proceedings of the 11th International Scientific Conference 22 THE USE OF GAMIFICATION AS A METHOD IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS Talapova A.K. Master of Pedagogical sciences, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan Myrzatayeva M.B. 4th year student, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan ABSTRACT This arcle examines the use of gamificaon as an instruconal method in teaching English to secondary school students. Grounded in contemporary approaches to language educaon, gamificaon involves the systemac integraon of game elements—such as points, badges, levels, and leaderboards—into classroom acvies to create structured, engaging learning experiences. The study employed a one-group pre-test–post-test design with 50 students aged 14 to 17 to evaluate changes in English proficiency and engagement before and aer the implementaon of gamified instrucon. Quantave results revealed a notable increase in language proficiency, with overall performance improving by 16.2% across vocabulary, grammar, reading, and listening. Student engagement also showed a strong posive trend, increasing from an average score of 3.2 to 4.4 on a 5-point scale. These findings demonstrate that gamificaon promotes more acve parcipaon, enhances task compleon, and supports measurable learning outcomes. The arcle concludes that when implemented with a clear methodological framework, gamificaon funcons not merely as a movaonal tool but as an effecve instruconal method for organizing and enhancing English language learning in secondary schools. Key words: Gamificaon, English language teaching, secondary school students, instruconal methods, engagement, language proficiency, educaonal technology. INTRODUCTION The incorporaon of interacve, technology-driven strategies has increasingly shaped contemporary English language instrucon in secondary schools. Tradional approaches, including the Grammar–Translaon Method, the Direct Method, and Communicave Language Teaching (CLT), while foundaonal for language learning, oen rely heavily on teacher-led instrucon and structured drills, liming opportunies for varied engagement and acve parcipaon (Saleem & Ozdamli, 2022). As classrooms evolve to accommodate digital tools and innovave teaching methods, alternave approaches that integrate structured interacon with systemac instruconal design have gained prominence. Among these, gamificaon has emerged as a notable method for enhancing classroom acvies and learning outcomes. The concept of gamificaon, first introduced by Nick Pelling in 2002, refers to “the use of game-design elements in non-game contexts” (Dreimane, 2018; Nadi-Ravandi & Batooli, 2022). Later conceptualizaons refined this definion, with Huotari and Hamari (2017) describing gamificaon as a “process of enhancing services with affordances for gameful experiences to support users’ overall value creaon.” In the context of educaon, gamificaon involves the systemac integraon of game mechanics—such as points, badges, levels, challenges, and leaderboards—into structured classroom acvies to facilitate measurable learning progress «Progress in Science» (November 13-14, 2025). Brussels, Belgium 23 (Triantafyllou, Georgiadis, & Sapounidis, 2025). Unlike convenonal methods that primarily emphasize linguisc knowledge acquision through repeve pracce or cognive exercises, gamificaon offers a methodical approach to instruconal design, in which tasks are framed as structured challenges, providing clear objecves, rules, and feedback mechanisms that support classroom management and measurable learning outcomes (González-González, 2023). While mulple instruconal approaches, such as Task-Based Language Teaching (TBLT), project-based learning, and Content and Language Integrated Learning (CLIL), have been employed to develop language skills, these methods typically priorize cognive engagement through problem-solving and communicaon-focused acvies. Gamificaon, in contrast, applies a systemac methodological framework that emphasizes task sequencing, goal-seng, and iterave assessment, aligning instruconal tasks with observable outcomes (Huotari & Hamari, 2017). This method allows educators to plan, implement, and evaluate acvies with clear procedural steps, ensuring structured progression in learning while maintaining consistency across sessions. The aim of this study is to examine the effecveness of gamificaon as a method for improving English language teaching and learning outcomes among secondary school students. The specific objecves are: 1. To analyze the theorecal foundaons of gamificaon as a method in English language educaon. 2. To design and implement gamificaon-based classroom acvies aimed at enhancing students’ English language skills. 3. To conduct an experimental study to evaluate the effecveness of gamificaon as a method for improving English language proficiency in secondary school learners. Accordingly, the research seeks to address the following queson: How can gamificaon be effecvely implemented as a method for teaching English in secondary schools to improve learning outcomes within structured classroom environments? By exploring the structured applicaon of gamificaon in secondary school English classrooms, this study contributes to understanding how methodical incorporaon of interacve elements can enhance lesson design, organizaon, and instruconal effecveness. LITERATURE REVIEW Recent research has increasingly highlighted the role of gamificaon as a structured method in English language instrucon. Among internaonal scholars, notable contribuons have been made by Kapp (2015), Dehghanzadeh et al. (2021), Li et al. (2022), and Wulantari et al. (2023), whose studies emphasize the systemac incorporaon of game elements—such as points, badges, leaderboards, and challenges—into learning tasks to enhance engagement and structured progression. These studies demonstrate that gamificaon can transform convenonal classroom acvies into methodically designed learning experiences, where tasks are sequenced, rules are clearly defined, and feedback mechanisms provide measurable outcomes. Dehghanzadeh et al. (2021) conducted a systemac review examining gamificaon across various educaonal disciplines, including English language learning. Their findings indicate that gamified environments improve students’ task compleon rates and adherence to structured learning objecves, parcularly when game elements are explicitly aligned with pedagogical aims rather than applied solely for entertainment. Similarly, Li et al. (2022) invesgated the use of gamificaon-based mobile applicaons for English vocabulary acquision. The study revealed that students exposed to gamified exercises demonstrated higher retenon and more consistent engagement with instruconal tasks compared to tradional drill-based methods, underscoring the methodological advantages of integrang structured game elements into learning sequences. Proceedings of the 11th International Scientific Conference 24 Wulantari et al. (2023) focused on gamificaon in English Language Teaching (ELT) and emphasized the importance of systemac task design. Their review highlighted that features such as leaderboards, point systems, and achievement badges can be integrated into lessons to establish clear performance benchmarks and track learners’ progress. The authors also noted implementaon challenges, including the necessity of adequate technological infrastructure and teacher preparaon, both of which are essenal for the consistent applicaon of gamificaon as a method. The applicaon of gamificaon has also been explored in the Kazakhstani educaonal context. Kamaladin (2024) examined the integraon of gamified acvies combined with audio content in university-level English instrucon. The study demonstrated that structured gamificaon facilitated measurable improvements in task compleon, listening exercises, and pronunciaon accuracy. Likewise, Rzabayeva et al. (2024) invesgated gamificaon at the secondary school level, finding that features such as points, badges, and progress monitoring contributed to systemacally observable improvements in classroom parcipaon and compleon of assigned learning tasks. Duisenova, Zhorabekova, and Ainabekova (2024) further confirmed that gamified lessons, when applied with a clear methodological framework, enhanced learners’ task engagement and promoted structured interacon among students, emphasizing the importance of balancing compeve and collaborave elements within the instruconal design. Across both internaonal and Kazakhstani studies, gamificaon is recognized not merely as a movaonal tool but as a methodical instruconal approach that enables systemac task sequencing, iterave feedback, and measurable learning outcomes. The reviewed literature collecvely demonstrates that gamificaon can serve as a robust methodological framework in secondary school English educaon, providing clear procedures for acvity design, assessment, and instruconal evaluaon, thus bridging theorecal models with praccal classroom applicaons. MATERIALS AND METHODS Research Design This study used a one-group pre-test and post-test design to evaluate the effecveness of gamificaon as a method in teaching English to secondary school students. The same parcipants completed both the diagnosc (pre-test) and control (post-test) assessments to idenfy differences in English language proficiency and learning engagement aer gamified instrucon. Table 1 presents the structure of the research design, illustrang the stages, descripons, and purposes of the study. Table 1 Research Design Structure Stage Descripon Purpose Pre-test (Diagnosc Stage) Online tesng in Google Forms assessing English proficiency and engagement before gamified instrucon Establish baseline data Gamificaon Phase Implementaon of English lessons using gamificaon-based acvies (points, badges, leaderboards) Apply instruconal intervenon Post-test (Control Stage) Repeated Google Forms test with same structure Measure change in proficiency and engagement «Progress in Science» (November 13-14, 2025). Brussels, Belgium 25 Parcipants The parcipants consisted of 50 students (aged 14–17 years) from a secondary school in Almaty, Kazakhstan. All students had prior experience with tradional, teacher-centered English instrucon. Parcipaon was voluntary and anonymous, and students were informed about the academic purpose of the research. Table 2 summarizes the demographic profile of the parcipants. Table 2 Stascal Informaon of Parcipants Characterisc Descripon Sample size 50 students Age range 14–17 years Educaonal level Secondary school Seng Almaty, Kazakhstan Parcipaon Voluntary and anonymous Materials and Instruments 1. Pre-Test (Diagnosc Stage) At the beginning of the study, students completed an online diagnosc test administered through Google Forms. Figure 1 illustrates the structure of the pre-test survey administered via Google Forms, including secons for English language proficiency (reading, listening, vocabulary, wring) and engagement/movaon. Figure 1 Screenshot of the Google survey used in this study The test included two parts: 1. Language proficiency assessment, evaluang reading, listening, vocabulary, and wring components using mulple-choice and short-response items aligned with the A2–B1 CEFR levels. 2. Engagement and movaon quesonnaire, consisng of 15 Likert-scale items designed to assess students’ atudes toward English learning, classroom parcipaon, and self-reported movaon before the gamified intervenon. The pre-test results established a baseline for subsequent comparison with post-test data. 2. Gamificaon-Based Instruconal Materials During the experimental phase, English lessons were redesigned to incorporate gamificaon elements such as:  Points and badges for compleng tasks;  Levels and progress bars for tracking achievements;  Leaderboards to foster healthy compeon; Proceedings of the 11th International Scientific Conference 32 THE EFFECTIVENESS OF THE FLIPPED CLASSROOM IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS Talapova A.K. Master of Pedagogical sciences, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan Kamova A.K. 4th year student, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan ABSTRACT This arcle examines the effecveness of the flipped classroom model in improving English language proficiency and learning movaon among secondary school students. Grounded in construcvist and self-determinaon theories, the flipped classroom reverses tradional instrucon by delivering theorecal content through digital materials outside of class and dedicang classroom me to collaborave and communicave pracce. The study involved fiy students aged 14 to 17 who previously learned through convenonal methods. Data were collected through preand post-tests administered via Google Forms to measure changes in language skills and movaon. Results revealed notable improvements in speaking, vocabulary, and overall engagement, demonstrang that technology-supported, student-centered learning enhances both achievement and autonomy. The findings underscore the importance of wellstructured digital instrucon, teacher readiness, and equitable technological access for effecve implementaon. Keywords: flipped classroom, English language learning, secondary educaon, technologyenhanced learning, student engagement INTRODUCTION The integraon of digital technologies and learner-centered approaches has fundamentally reshaped contemporary English as a Foreign Language (EFL) instrucon. Tradional teacher-led classrooms, while effecve for foundaonal grammar and vocabulary learning, oen limit student parcipaon and higher-order thinking (Lo & Hew, 2017). As educaon increasingly values autonomy and acve engagement, alternave instruconal models have emerged to foster deeper learning and communicave competence. Among the most prominent are blended learning, project-based learning, problem-based learning, task-based language teaching (TBLT), and the flipped classroom model (FCM) (Ellis, 2017; Zainuddin & Perera, 2019). Each seeks to transform students from passive recipients of informaon into acve constructors of knowledge. The flipped classroom, first conceptualized by Jonathan Bergmann and Aaron Sams (2012), reverses the tradional sequence of instrucon: theorecal input is delivered outside the classroom—commonly through videos or digital materials—while in-class me is devoted to collaborave pracce, problem-solving, and teacher-guided feedback. According to Bishop and Verleger (2013), the flipped model is “a pedagogical approach in which direct instrucon moves from the group learning space to the individual learning space, transforming class me into an interacve, student-centered environment” (p. 5). Grounded in construcvist, cognive load, and self-determinaon theories, this approach supports individualized pacing and enhances movaon «Progress in Science» (November 13-14, 2025). Brussels, Belgium 33 through autonomy and interacon (Zainuddin & Halili, 2016; Wagner, Gegenfurtner, & Urhahne, 2025). While a variety of instruconal approaches exist in language educaon—such as the Grammar–Translaon Method, the Direct Method, Communicave Language Teaching (CLT), and Task-Based Language Teaching (TBLT)—the flipped classroom uniquely combines pre-class independent preparaon with in-class communicave applicaon (Ayçiçek & Yanpar Yelken, 2018; Webb & Doman, 2020). This integraon aligns parcularly well with EFL instrucon, where exposure and interacon are key to developing linguisc competence. Unlike tradional methods emphasizing rote memorizaon or isolated grammar drills, the flipped model encourages learners to apply linguisc knowledge in authenc contexts, promong both accuracy and fluency. Empirical studies since 2015 have provided evidence that the flipped classroom can enhance students’ engagement, movaon, and academic achievement (Hung, 2017; Zainuddin & Perera, 2019). However, recent meta-analyc findings reveal that its overall effecveness varies depending on instruconal quality, learner readiness, and teacher facilitaon (Wagner et al., 2025). Furthermore, research on the flipped model has predominantly focused on terary educaon, leaving a gap regarding its outcomes in secondary school EFL sengs, where learners differ in developmental, movaonal, and self-regulatory capacies (Lo & Hew, 2017). Understanding how the flipped approach funcons in this context is therefore essenal for guiding pedagogical decisions at the secondary level. The present study aims to examine the effecveness of the flipped classroom model in teaching English in secondary schools. Its specific objecves are to: 1. To examine the theorecal foundaons of the flipped classroom model in secondary school English educaon. 2. To design and implement flipped classroom acvies aimed at enhancing students’ English language achievement and engagement. 3. To conduct an experimental study to evaluate the effecveness of the flipped classroom in promong students’ academic performance, engagement, and self-regulated learning behaviors. Accordingly, this study addresses the following research queson: How does the flipped classroom model affect secondary school students’ English language achievement and engagement compared to tradional teacher-centered instrucon? By redefining the interacon between teachers and learners through technology-enhanced instrucon, the flipped classroom model offers a significant advancement in modern pedagogy. Examining its effecveness in secondary school English educaon is essenal for connecng theorecal promise with classroom pracce and for advancing evidence-based approaches that promote deeper learning and sustained student engagement. LITERATURE REVIEW Among contemporary scholars who have examined the flipped classroom model (FCM) in English language educaon, researchers such as Ayçiçek and Yanpar Yelken (2018), Hung (2017), Webb and Doman (2020), Zainuddin and Perera (2019), and Wagner, Gegenfurtner, and Urhahne (2025) have made significant contribuons to understanding its pedagogical value and limitaons. The flipped classroom has emerged as a leading model of technology-enhanced instrucon, reshaping how learners engage with content and how teachers facilitate learning. Instead of introducing new material during class, teachers deliver core content beforehand—typically through pre-recorded lectures or online materials—allowing classroom me to focus on interacon, feedback, and the applicaon of knowledge. The concept of the flipped classroom was popularized by Jonathan Bergmann and Aaron Sams (2012), who sought to address me constraints and improve student parcipaon by Proceedings of the 11th International Scientific Conference 34 reversing the tradional learning process. This approach aligns with construcvist principles, emphasizing that learning occurs through acve engagement rather than passive recepon (Bishop & Verleger, 2013). In language learning contexts, parcularly in English as a Foreign Language (EFL) classrooms, the FCM provides students with opportunies to process linguisc input at their own pace and to apply it communicavely in the classroom, thereby improving both accuracy and fluency (Zainuddin & Halili, 2016; Webb & Doman, 2020). Ayçiçek and Yanpar Yelken (2018) conducted an experimental study examining how the flipped classroom influences secondary school students’ classroom engagement in teaching English. Over a semester, one group of students was taught using the FCM, while a control group connued with tradional instrucon. The results demonstrated that students in the flipped classroom showed higher levels of behavioral, cognive, and affecve engagement. They parcipated more acvely, collaborated more effecvely, and reported greater enjoyment of learning. These findings underscore the model’s ability to transform classroom dynamics by granng students more responsibility for their learning while allowing teachers to act as facilitators rather than lecturers. Similarly, Hung (2017) redesigned an English language course through a flipped approach and found improvements in students’ learning movaon and self-regulated learning behaviors. The study highlighted that the FCM helps learners develop autonomy by giving them control over the ming and pace of inial instrucon. However, Hung also noted that the success of the model depends heavily on students’ preparedness and teachers’ skill in designing meaningful in-class acvies that connect pre-class content to praccal applicaon. A comprehensive review by Webb and Doman (2020) synthesized findings from mulple studies on flipped classrooms in EFL contexts. The authors concluded that the FCM consistently enhances learners’ movaon, communicaon skills, and linguisc competence. However, they emphasized that effecveness varies according to implementaon quality. Poorly structured materials or insufficient teacher guidance may lead to student frustraon or superficial engagement. The study recommended that teachers integrate formave assessments, group discussions, and feedback sessions to ensure that flipped acvies remain interacve and cognively demanding. Expanding this perspecve, Zainuddin and Perera (2019) explored how the flipped classroom supports students’ psychological needs based on Self-Determinaon Theory. Their study found that the FCM promotes competence, autonomy, and relatedness—three fundamental elements for intrinsic movaon and sustained engagement. When students are empowered to learn at their own pace and collaborate meaningfully with peers, they develop stronger confidence and persistence in language learning. From a broader perspecve, Wagner, Gegenfurtner, and Urhahne (2025) conducted a metaanalysis synthesizing the effecveness of flipped classrooms across mulple disciplines and educaonal levels. Their results confirmed that while the FCM produces overall posive effects on academic performance and engagement, the effect sizes are typically moderate. The authors aributed these variaons to contextual factors such as instruconal design quality, student selfregulaon, and teacher facilitaon. The reviewed studies collecvely demonstrate that the flipped classroom model transforms English instrucon by integrang digital technology, student autonomy, and interacve learning. It allows students to master foundaonal concepts independently and apply them collaboravely during class, fostering communicaon, creavity, and confidence. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 35 METHODS Research Design This study employed a one-group pretest–posest quasi-experimental design to examine the effecveness of the flipped classroom model (FCM) in teaching English to secondary school students. The design was selected to measure changes in students’ English proficiency and movaon before and aer exposure to the flipped classroom method. The independent variable was the implementaon of the flipped classroom model, and the dependent variables were students’ English language achievement and learning movaon. Table 1 presents the structure of the research design. Table 1. Structure of the One-Group Pretest–Posest Design Phase Descripon Instruments Purpose Pre-test Assessment of students’ baseline English proficiency and movaon before intervenon Google Forms quesonnaire and English skills test To establish inial levels Intervenon Implementaon of flipped classroom lessons (6 weeks) Video lectures, online materials, in-class communicave acvies To apply the flipped model Post-test Assessment of English proficiency and movaon aer intervenon Google Forms post-test To evaluate changes and effecveness The flipped classroom model was introduced as a teaching innovaon that reverses the tradional learning order: students received theorecal materials before class through videos and online exercises, and class me was devoted to communicave, collaborave, and feedback-based learning acvies. Parcipants The study involved 50 students (aged 14–17) from a secondary school in Almaty, Kazakhstan. All parcipants had previously studied English through tradional teacher-centered instrucon. The group included both male and female students, and parcipaon was voluntary. Parental consent and administrave approval were obtained before data collecon. Table 2 summarizes the demographic profile of the parcipants. Table 2. Demographic Characteriscs of Parcipants (N = 50) Variable Category Frequency Percentage Gender Male Female 22 28 44% 56% Age 14 15 16 17 10 14 16 10 20% 28% 32% 20% Previous Learning Method Tradional (teacher-centered) 50 100% All parcipants had at least three years of prior English study, primarily focused on grammar and reading comprehension. Instruments Proceedings of the 11th International Scientific Conference 36 Data were collected using three main instruments, all administered digitally via Google Forms: 1. English Language Skills Test – measured students’ proficiency in reading, listening, wring, speaking (self-assessment), and vocabulary. Each skill was rated on a 5-point Likert scale ranging from Strongly Disagree (1) to Strongly Agree (5). 2. Movaon and Engagement Quesonnaire – assessed students’ interest, confidence, and engagement in English learning. It included items such as “I feel movated to parcipate in English lessons” and “I enjoy using technology in learning.” 3. Post-Test Survey – parallel in structure to the pre-test but focused on perceived improvement and experience with the flipped classroom. Both the pre-test and post-test contained 20 items, divided into four secons: General Informaon, English Skills, Movaon and Engagement, and Reflecon. Table 3 outlines the structure of the survey instruments. Table 3. Structure of Preand Post-Test Instruments Secon Focus Number of Items Example Item 1. General Informaon Demographic and background info 4 “How many years have you been learning English?” 2. English Skills Self-assessment of reading, wring, speaking, listening, and vocabulary 5 “I can express my ideas in English during class discussions.” 3. Movaon & Engagement Interest, confidence, and parcipaon 6 “I enjoy learning English through online videos and tasks.” 4. Reflecon Learners’ opinions and qualitave feedback 5 “What acvies help you learn English beer?” Reliability of the quesonnaire was established through pilot tesng (Cronbach’s α = .87), indicang acceptable internal consistency. Procedure The research was conducted over six weeks during the 2024–2025 academic year at a local secondary school. The procedure consisted of three main stages: 1. Pre-test stage (Week 1): Students completed the English proficiency and movaon quesonnaire using Google Forms. This established their baseline performance and atudes toward English learning. Figure 1 illustrates the structure and content layout of the first survey instrument used in this stage, showing how quesons were designed to measure students’ language skills, engagement, and movaonal levels prior to the flipped classroom intervenon. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 37 Figure 1. Screenshot of the Google survey №1 used in this study 2. Flipped classroom implementaon (Weeks 2–6):  Students were provided with video lectures, online grammar lessons, and short readings before class.  In class, they worked collaboravely on communicave acvies, problem-solving tasks, and teacher-guided discussions.  The teacher’s role shied from lecturer to facilitator, offering feedback and guidance based on students’ pre-class preparaon. 3. Post-test stage (Week 6): Aer compleng the flipped classroom lessons, students took the same quesonnaire to assess changes in skills and movaon. Qualitave reflecons were also collected for deeper insight. Figure 2 presents the design of the post-test Google Form used in this phase, illustrang how idencal items were employed to ensure consistency in measuring progress while also including open-ended quesons for qualitave feedback. Figure 2. Screenshot of the Google survey №2 used in this study Proceedings of the 11th International Scientific Conference 38 Table 4. Summary of the Research Procedure Stage Descripon Duraon Purpose Pre-test Assessment of baseline English proficiency and movaon 1 week Measure inial levels Flipped Classroom Implementaon Online learning + interacve class sessions 5 weeks Introduce flipped instrucon Post-test Assessment aer intervenon 1 week Evaluate improvement All materials were stored securely, and parcipants were informed of their right to withdraw at any point without penalty. Table 4 summarizes the main steps of the procedure. Data Analysis Data from preand post-tests were analyzed using SPSS (Stascal Package for the Social Sciences). The following stascal procedures were applied:  Descripve stascs (means, standard deviaons, and percentages) to summarize pre-test and post-test results.  Paired-sample t-test to determine whether there was a stascally significant difference between preand post-test scores for English proficiency and movaon.  Qualitave responses from open-ended quesons were analyzed through themac coding, idenfying recurring paerns in students’ percepons of the flipped classroom. A significance level of p < .05 was used to determine stascal relevance. Ethical Consideraons All ethical guidelines were followed. Parcipaon was voluntary, with informed consent obtained from both students and parents. Personal data were anonymized, and the study was approved by the school’s administraon. RESULTS This secon presents the results of the pre-test and post-test analyses aimed at evaluang the effecveness of the flipped classroom model (FCM) in improving secondary school students’ English language proficiency and learning movaon. The analysis included descripve stascs to illustrate general trends and paired-sample t-tests to determine whether observed differences were stascally significant. Descripve Stascs Descripve stascs were computed to compare students’ English language skills and movaon before and aer the implementaon of the flipped classroom. Table 5 displays the means and standard deviaons for each measured variable. Table 5. Descripve Stascs for English Language Skills and Movaon (N = 50) Variable Pre-Test M (SD) Post-Test M (SD) Mean Difference Improvement (%) Reading 3.12 (0.74) 3.96 (0.63) +0.84 26.9% Listening 3.25 (0.69) 4.02 (0.61) +0.77 23.7% Speaking 2.98 (0.81) 3.88 (0.72) +0.90 30.2% Wring 3.10 (0.75) 3.91 (0.66) +0.81 26.1% Vocabulary 3.05 (0.68) 3.95 (0.59) +0.90 29.5% Movaon 3.20 (0.70) 4.10 (0.65) +0.90 28.1% The descripve results indicated increases across all measured domains, with the highest gains in speaking, vocabulary, and movaon. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 39 Paired-Sample t-Test Results A paired-sample t-test was conducted to determine whether the differences between pretest and post-test means were stascally significant. As shown in Table 6, all improvements were stascally significant at the p < .05 level. Table 6. Paired-Sample t-Test Results for Preand Post-Test Scores Variable t df p-value Significance Reading 6.42 49 < .001 Significant Listening 5.98 49 < .001 Significant Speaking 7.25 49 < .001 Significant Wring 6.71 49 < .001 Significant Vocabulary 7.10 49 < .001 Significant Movaon 7.85 49 < .001 Significant The results revealed stascally significant gains in all measured aspects of English language performance and movaon following the flipped classroom intervenon. Qualitave Findings Open-ended responses from the post-test survey were analyzed themacally to idenfy students’ percepons of the flipped classroom experience. Themac analysis revealed several recurring paerns reflecng both benefits and challenges. Table 7. Themes Idenfied from Students’ Open-Ended Responses (Post-Test) Theme Descripon Example Student Comment Increased movaon Students found lessons more enjoyable and engaging due to videobased materials and interacve acvies. “I liked watching short videos before class—it made the lessons more fun and easy to understand.” Improved speaking confidence Learners reported feeling more comfortable expressing themselves in English. “Now I’m not afraid to speak English in front of others during class.” Flexible learning Students appreciated the opportunity to learn at their own pace and revisit online materials. “If I didn’t understand something, I could watch the video again before the lesson.” Collaboraon and interacon Group acvies helped strengthen peer relaonships and improve communicaon skills. “We worked more with classmates and helped each other with English tasks.” Technical limitaons A few students noted challenges with internet access and device availability. “Somemes it was hard to watch videos at home because of slow internet.” DISCUSSION This study provides clear evidence of the posive impact of the flipped classroom model on secondary school students’ English language proficiency and learning movaon. The findings demonstrate notable improvement across all examined areas. Students’ speaking performance showed an increase of about 30 %, vocabulary improved by nearly 30 %, and learning movaon rose by around 28 %. Reading, wring, and listening skills also recorded steady progress, ranging Proceedings of the 11th International Scientific Conference 40 between 24% and 27 %. These gains collecvely suggest that the flipped classroom approach fosters both linguisc competence and engagement by promong acve parcipaon and learner autonomy. The substanal enhancement in speaking skills aligns with previous research by Ayçiçek and Yanpar Yelken (2018), who reported that flipped classrooms create more opportunies for oral communicaon and peer interacon. By allowing students to review instruconal materials before class, they come beer prepared for communicave tasks, which strengthens confidence and fluency during in-class discussions. Similarly, the growth in vocabulary knowledge corresponds with the findings of Hung (2017), who emphasized that pre-class exposure to mulmedia resources enables learners to process and retain new lexical items more effecvely. An important outcome of this research is the notable increase in student movaon. This supports the perspecve of Zainuddin and Perera (2019), who argued that flipped learning sasfies learners’ psychological needs for autonomy, competence, and relatedness as described by SelfDeterminaon Theory. When students are given control over the pace and ming of their learning and later apply that knowledge collaboravely in class, they demonstrate greater intrinsic movaon and persistence. However, qualitave responses indicate that certain challenges remain. Some students noted difficules related to limited internet access and me management, confirming earlier concerns raised by Lo and Hew (2017) about the dependence of flipped instrucon on digital readiness and self-regulatory ability. Despite these issues, the majority of learners perceived the flipped classroom as more interacve, enjoyable, and beneficial for improving their language skills. These findings collecvely reaffirm that, when appropriately implemented, the flipped classroom model can bridge the gap between tradional instrucon and modern, student-centered pedagogies in English language educaon. CONCLUSION The flipped classroom model has proven to be an effecve and movang approach for teaching English in secondary school sengs. By shiing theorecal instrucon to pre-class digital learning and dedicang class me to pracce, collaboraon, and feedback, this method encourages acve parcipaon and greater learner autonomy. The study’s results confirm that integrang technology-enhanced, student-centered instrucon leads to measurable gains in English proficiency and movaon. Nevertheless, successful implementaon depends on several key factors, including teachers’ digital competence, careful lesson planning, and equitable access to technological resources. Schools should invest in professional development programs that train educators to design and manage flipped lessons effecvely. When applied thoughully, the flipped classroom not only improves students’ academic performance but also nurtures essenal 21st-century skills such as self-regulaon, communicaon, and crical thinking — preparing learners for lifelong success in language learning and beyond. REFERENCES Ayçiçek, B., & Yanpar Yelken, T. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching English. Internaonal Journal of Instrucon, 11(2), 385– 398. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Internaonal Society for Technology in Educaon. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Proceedings of the 120th ASEE Annual Conference and Exposion, Atlanta, GA. ASEE. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 41 Hung, H. T. (2017). The integraon of a flipped classroom model in language learning: A case study. Computers & Educaon, 107, 1–14. Lo, C. K., & Hew, K. F. (2017). A crical review of flipped classroom challenges in K–12 educaon: Possible soluons and recommendaons for future research. Research and Pracce in Technology Enhanced Learning, 12(1), 1–22. Wagner, K., Gegenfurtner, A., & Urhahne, D. (2025). Effects of flipped classroom instrucon on academic performance and student engagement: A meta-analysis. Educaonal Research Review, 38, 100556. Webb, M., & Doman, E. (2020). Impacts of flipped classrooms on EFL learners’ English development in higher educaon: A meta-analysis. Language Learning & Technology, 24(3), 56–75. Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. Internaonal Review of Research in Open and Distributed Learning, 17(3), 313–340. Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy, and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Educaon, 43(1), 115–126. Proceedings of the 11th International Scientific Conference 48 between classroom instrucon and real-life communicaon, offering learners meaningful opportunies to use English beyond textbook exercises. Research by Becke and Slater (2005) revealed that PBL fosters learner autonomy and intrinsic movaon in EFL classrooms. Their findings showed that students engaged in project work demonstrated increased confidence in speaking and a stronger sense of responsibility for their learning. Fragoulis (2009) further confirmed these findings in a study with Greek secondary students, where PBL acvies enhanced fluency, vocabulary use, and willingness to communicate compared to tradional teaching approaches. Moss and Van Duzer (1998) and Nguyen (2020) explored the challenges teachers face in implemenng PBL, such as me constraints, large class sizes, and difficules in assessing oral performance. Despite these challenges, both studies concluded that with proper planning, training, and administrave support, PBL can significantly enhance language proficiency and learner engagement. In Asian EFL contexts, Simpson (2011) and Le and Pham (2019) demonstrated that projectbased acvies—such as debates, interviews, and mulmedia projects—encourage learners to use English communicavely and creavely. These studies highlighted the importance of connecng project themes to students’ interests and cultural backgrounds to maximize movaon and relevance. Overall, the literature demonstrates that PBL effecvely supports the development of speaking skills by creang authenc, communicave environments where learners engage in meaningful interacon. Nevertheless, there remains a need for further research into how PBL funcons within secondary school contexts, parcularly in exam-oriented educaonal systems. This study seeks to address this gap by invesgang how project-based learning can be implemented to enhance oral proficiency among secondary school students learning English as a foreign language. MATERIALS AND METHODS A one-group pretest–posest quasi-experimental design was used to examine the effecveness of project-based learning in developing speaking skills. PBL lessons were implemented for six weeks. The independent variable was the PBL intervenon; dependent variables were speaking fluency, accuracy, vocabulary, pronunciaon, and movaon. Table 1 Structure of the Research Design Phase Description Instruments Purpose Pre-test Initial assessment of speaking skills & motivation Google Forms questionnaire; speaking rubric Establish baseline Intervention Six-week PBL program Project tasks, group work, presentations Improve speaking performance Post-test Final assessment Same questionnaire & rubric Measure improvement The study involved 52 secondary school students from a public school in Almaty, Kazakhstan. Ages ranged from 13 to 16. Parcipaon was voluntary; parents and school administrators approved the study. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 49 Table 2 Parcipant Demographics (N = 52) Variable Category n % Gender Male 24 46% Female 28 54% Age 13 12 23% 14 18 35% 15 14 27% 16 8 15% Prior English Learning Traditional grammartranslation focus 52 100% As illustrated in Table 2, parcipants represented a balanced gender distribuon and a range of early teenage ages, all having prior experience with tradional English instrucon. Table 3 Instruments Instrument Purpose Example Item Self-assessment speaking questionnaire (20 items, Likert 1–5) Evaluate speaking confidence, fluency, accuracy “I can speak spontaneously during class discussions.” Peer-evaluation rubric Assess speaking during projects “My partner spoke clearly and confidently.” Teacher observation checklist Track performance weekly Fluency, pronunciation, vocabulary, participation Short recorded speaking task Pre/Post comparison 1-minute individual minipresentation Reliability: Cronbach’s α = .88 Table 4 Procedure Stage Activities Duration Pre-test Survey + 1-minute recorded speech Week 1 PBL Implementation Collaborative projects (radio show, surveys, magazine, role-plays) Weeks 2–6 Post-test Same survey + final presentation Week 6 The pre-test stage included an online speaking self-assessment and a short recorded speech to evaluate baseline performance. Proceedings of the 11th International Scientific Conference 50 Figure 1 Screenshot of the Google survey used in this study Data Analysis  Descripve stascs (mean gain scores)  Paired-sample t-test (p < .05 significance)  Themac coding of student reflecons RESULTS Descripve Results Table 5 Preand Post-Test Scores (N = 52) Skill Pre-test M (SD) Post-test M (SD) Δ Improvement % Fluency 2.95 (.71) 3.92 (.65) +0.97 32.9% Accuracy 3.02 (.69) 3.85 (.60) +0.83 27.4% Vocabulary 2.88 (.75) 3.90 (.62) +1.02 35.4% Pronunciation 3.10 (.72) 3.84 (.59) +0.74 23.9% Motivation 3.18 (.70) 4.05 (.63) +0.87 27.3% Speaking gains were strongest in vocabulary and fluency. Table 6 Paired-Sample t-Test Variable t df P Result Speaking total 8.12 51 < .001 Significant Motivation 7.48 51 < .001 Significant Both overall speaking performance and movaon improved significantly aer the PBL intervenon (p < .05). «Progress in Science» (November 13-14, 2025). Brussels, Belgium 51 Table 7 Qualitave Findings Themes from student reflecons: Theme Example comment Higher motivation “Projects made English fun and meaningful.” Confidence in speaking “I am not afraid to speak anymore.” Real communication “We used English to interview students. It felt real.” Collaboration “Group work helped me learn from classmates.” Challenges “Sometimes group members worked unevenly.” Themes were idenfied through themac analysis of students’ post-intervenon reflecons. DISCUSSION The findings of this study provide empirical evidence on the effecveness of project-based learning in enhancing speaking proficiency among secondary school students. Quantave results demonstrated notable improvement across all measured speaking components, with the greatest gains observed in vocabulary (+35.4%) and fluency (+32.9%). Pronunciaon (+23.9%) and accuracy (+27.4%) also showed measurable increases, while movaon improved by 27.3%. These outcomes suggest that structured project-based tasks created a conducive environment for meaningful language use, encouraging learners to apply lexical and grammacal knowledge in communicave contexts and gradually increasing confidence in oral expression. Student reflecons further supported these results, indicang heightened movaon, reduced speaking anxiety, and increased engagement in collaborave work. Learners emphasized that real communicave tasks, such as interviews and presentaons, encouraged them to speak more acvely and authencally. At the same me, some students reported challenges related to uneven group parcipaon and me-management, suggesng that teacher guidance remains essenal for maintaining producve collaboraon and task distribuon. These results align with exisng literature confirming the posive role of PBL in developing communicave competence. Bell (2010) and Stoller (2006) found that authenc, student-centered tasks enhance language fluency and communicaon skills, which corresponds with the substanal gains in fluency and vocabulary observed in this study. Becke and Slater (2005) and Fragoulis (2009) also noted increases in learner autonomy and confidence, consistent with students’ reported willingness to speak more freely. Similarly, Nguyen (2020) emphasized the movaonal benefits of collaborave, project-oriented instrucon, a finding reflected in this study’s movaon gains. At the same me, the challenges idenfied here correspond with the concerns highlighted by Moss and Van Duzer (1998), parcularly regarding uneven workload distribuon and increased planning demands. These parallel observaons suggest that while PBL is effecve, successful implementaon requires clear role distribuon, scaffolding, and me management strategies. Collecvely, these findings reinforce the pedagogical value of project-based learning in EFL sengs, demonstrang that it not only improves linguisc outcomes but also fosters movaon, collaboraon, and communicave confidence. At the same me, the results indicate the need for structured teacher facilitaon and organizaonal support to address praccal challenges and opmize student parcipaon. Proceedings of the 11th International Scientific Conference 52 CONCLUSION This study examined the impact of project-based learning (PBL) on the development of speaking skills among secondary school students learning English as a foreign language. The findings demonstrated significant improvement in all assessed components of oral proficiency— parcularly in fluency and vocabulary—as well as a notable increase in learners’ movaon and confidence. These outcomes confirm that PBL provides an effecve framework for promong acve communicaon and meaningful language use in EFL classrooms. The results support the construcvist and sociocultural principles underlying PBL, showing that collaborave, real-world tasks enable students to construct linguisc knowledge through interacon and reflecon. By integrang language learning with authenc communicaon, PBL enhances both linguisc competence and essenal 21st-century skills, such as collaboraon and crical thinking. Despite its effecveness, several challenges were idenfied, including unequal group parcipaon and me management issues. These findings indicate that successful implementaon requires careful instruconal design, balanced task distribuon, and connuous teacher scaffolding. The implicaons of this study suggest that regular integraon of project-based acvies into EFL curricula can substanally improve learners’ communicave competence and movaon. Educators and curriculum designers should consider adopng PBL as a core approach to language instrucon in secondary educaon. Future research should include control groups, larger samples, and longer intervenon periods to confirm and extend these results. Further invesgaon into PBL’s influence on other language skills—such as listening, reading, and wring—would also provide a more comprehensive understanding of its pedagogical potenal. REFERENCES 1. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39–43. 2. Becke, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills integraon. ELT Journal, 59(2), 108–116. 3. Fragoulis, I. (2009). Project-based learning in the teaching of English as a foreign language in Greek primary schools. English Language Teaching, 2(3), 113–119. 4. Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English language learners. Naonal Center for ESL Literacy Educaon. 5. Nguyen, H. (2020). Project-based learning in EFL classrooms: Challenges and benefits. Journal of Language Teaching and Research, 11(3), 389–396. 6. Simpson, J. (2011). Integrang project-based learning in EFL classrooms. English Teaching Forum, 49(4), 42–47. 7. Stoller, F. (2006). Establishing a theorecal foundaon for project-based learning in teaching English. In G. Becke & P. Miller (Eds.), Project-based second language instrucon (pp. 19–40). Informaon Age. 8. Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundaon. 9. Le, T., & Pham, H. (2019). Project-based learning and speaking competence in EFL contexts. Asian EFL Journal, 23(6), 150–166. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 53 Development of linguoculturological subcompetence of students in the senior classes on the basis of English artists' paintings (methodical recommendations) Esengali Diana Bauyrzhanqyzy student of Ablaikhan university,Almaty, KZ Zhumagulova B. S candidate of Philological sciences, Associate Professor Abstract The article explores the methodological foundations for developing the linguoculturological subcompetence of senior school students through the use of English artists’ paintings in foreign language education. Linguoculturological competence, as a component of communicative competence, enables learners to interpret and express cultural meanings embedded in linguistic forms. Integrating fine art into English lessons creates conditions for intercultural dialogue and enhances students’ motivation, aesthetic perception, and lexical enrichment. The paper offers practical recommendations for implementing art-based learning activities that promote both linguistic and cultural awareness in alignment with Kazakhstan’s competency-oriented curriculum. Introduction In the context of global integration, language learning is inseparable from cultural understanding. Modern foreign language education aims not only to teach linguistic structures but also to cultivate intercultural and linguoculturological competence, which involves interpreting cultural symbols, values, and concepts expressed through language (Byram, 1997). This competence is particularly relevant for senior students who are already capable of abstract thinking and aesthetic appreciation. Art, especially painting, represents a universal medium of communication that transcends linguistic barriers. The visual imagery of English artists such as John Constable, William Turner, and Pre-Raphaelite painters reflects national identity, historical values, and worldview. Incorporating these works into English lessons enables students to explore authentic cultural meanings while developing vocabulary, speaking, and interpretative skills. In Kazakhstan, where the modernization of education emphasizes communicative and competency-based learning (Kunanbayeva, 2013), integrating art into English teaching supports the holistic development of learners — cognitively, emotionally, and linguistically. This article presents methodological recommendations for fostering linguoculturological sub-competence through English artists’ paintings in senior classes. 1. The Nature of Linguoculturological Sub-Competence Linguoculturological competence refers to the ability to understand and use linguistic units that embody cultural meanings. According to Vereshchagin and Kostomarov (1990), language and culture are inseparable; linguistic forms often carry national and historical associations that require cultural interpretation. Within communicative competence, linguoculturological subcompetence occupies a special place, linking linguistic knowledge with cultural awareness and emotional intelligence. Proceedings of the 11th International Scientific Conference 54 For senior school students, developing this sub-competence means learning to interpret cultural codes, idioms, and symbols, and to express attitudes toward artworks, traditions, and values represented in the target culture. As Vygotsky (1978) noted, learning occurs through social and cultural mediation — thus, language learning should always be embedded in meaningful cultural contexts. Paintings, as cultural texts, provide such contexts by visually representing the language’s worldview. 2. Pedagogical Potential of English Artists’ Paintings Paintings by English artists offer rich linguistic and cultural material for classroom use. They reflect national identity, landscapes, social ideals, and emotional expression characteristic of different historical periods. For example, Turner’s seascapes reveal the British admiration for nature’s power and maritime spirit, while the Pre-Raphaelite works embody moral symbolism and literary imagination. Using paintings in English lessons supports multiple learning objectives:  Cognitive development: Students analyze visual and verbal information, interpret meanings, and connect art to historical and literary contexts.  Linguistic enrichment: Paintings stimulate the acquisition of descriptive, evaluative, and emotional vocabulary (e.g., shades, textures, atmosphere).  Cultural awareness: Learners explore national mentality and values reflected in artistic expression.  Aesthetic and emotional engagement: Art evokes empathy, curiosity, and creative thinking — essential for meaningful communication. Thus, the integration of visual art transforms the language classroom into a space for intercultural reflection and creative expression. 3. Methodical Recommendations for Developing Linguoculturological Sub-Competence To effectively employ English paintings in foreign language teaching, the following methodological stages are recommended: 3.1. Pre-Viewing Stage Teachers introduce the painting’s historical background, artist’s biography, and key cultural concepts. Pre-teaching essential vocabulary and idiomatic expressions ensures comprehension. For instance, before analyzing Turner’s Rain, Steam and Speed, the teacher may explain terms like industrial revolution, contrast, or motion blur. Recommended activities:  Brainstorming associations with the painting’s title  Predicting the theme or mood based on partial images  Matching cultural symbols with their meanings 3.2. Viewing and Interpretation Stage Students observe the painting and describe what they see using English, focusing on details such as color, composition, and atmosphere. The teacher guides interpretation through open-ended questions:  What feelings does this painting evoke?  What cultural or historical ideas might the artist be expressing? Activities:  Pair discussions using descriptive prompts  Creating dialogues between figures in the painting  Comparing visual and verbal descriptions from authentic sources 3.3. Post-Viewing Stage At this stage, students consolidate linguistic and cultural knowledge through creative and reflective tasks. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 55 Activities:  Writing an art review or a letter to the artist  Designing a modern version of the painting with a short commentary  Comparing the English artwork to a Kazakh painting, identifying shared cultural values This stage promotes critical thinking and intercultural comparison, reinforcing linguoculturological awareness. 4. Teacher’s Role and Assessment Principles The teacher’s role in this approach is that of a facilitator and cultural mediator. Teachers should encourage exploration rather than impose interpretations, fostering a respectful dialogue between cultures. Visual materials, authentic texts, and digital galleries (e.g., the National Gallery London or Tate Museum collections) can be effectively used to support linguistic practice. Assessment should be formative and reflective, focusing on students’ ability to interpret, describe, and discuss cultural meanings in English. Rubrics may include criteria such as lexical richness, cultural understanding, emotional response, and coherence of expression. Conclusion Developing linguoculturological sub-competence through English artists’ paintings offers a powerful, interdisciplinary path toward communicative and cultural education. Art provides a bridge between language and culture, allowing students to perceive English not as a system of rules, but as a reflection of human experience and national identity. Methodologically, the combination of visual analysis, linguistic practice, and intercultural reflection enhances motivation, empathy, and cognitive depth. This approach aligns with Kazakhstan’s educational priorities that aim to form globally minded, culturally literate, and linguistically competent individuals. By viewing English through the lens of art, students gain not only language proficiency but also a richer understanding of the world’s cultural diversity. References  Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.  Hall, S. (1997). Representation: Cultural Representations and Signifying Practices. Sage Publications.  Kunanbayeva, S. S. (2013). Competence-Based Model of Foreign Language Education. Almaty.  Turner, J. M. W. (2009). Painting Set Free. Tate Publishing.  Vereshchagin, E. M., & Kostomarov, V. G. (1990). Language and Culture: Linguocultural Studies in Teaching Russian as a Foreign Language. Moscow: Russky Yazyk.  Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.  Zhumagulova, B. S. (2020). Integrative Approaches in Foreign Language Teaching. Almaty: Ablaikhan University Press. Proceedings of the 11th International Scientific Conference 56 ENHANCING LISTENING SKILLS THROUGH THE USE OF ENGLISH MOVIES AND TV SERIES IN THE CLASSROOM Talapova A.K. Master of Pedagogical sciences, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan Zhanbolatkyzy. A. 4th year student, Kazakh Ablai Khan University of International Relations and World Languages,Almaty, Kazakhstan ABSTRACT This study explores how the use of English-language movies and television series may enhance listening comprehension skills among English as a Foreign Language (EFL) learners. Drawing on recent empirical and review literature, and an anonymous survey of 20 parcipants (10 university students with mixed proficiency levels A2–B2 and 10 experienced EFL teachers), the research invesgates parcipants’ atudes and perceived outcomes regarding using movies/TV series for listening instrucon. The quesonnaire comprised 15 Likert-scale items and 5 openended quesons; descripve stascs and themac analysis were applied. Results indicate that 85% of respondents agreed that audiovisual materials supported listening comprehension, 90% reported increased movaon, and 70% recognised improved pronunciaon awareness. Openended responses highlighted authenc exposure and cultural relevance, while challenges were noted (e.g., unfamiliar accents, fast speech). These findings suggest that integrang English movies and TV series into EFL listening curricula can yield significant pedagogical benefit, provided that materials are carefully selected and scaffolded. The paper concludes with pedagogical consideraons and suggesons for future research in mixed-level adult contexts. Keywords: listening comprehension; audiovisual materials; EFL learners; movaon; authenc input INTRODUCTION Listening comprehension is widely acknowledged as one of the most challenging skills for learners of English as a foreign language (EFL). Many students struggle to understand authenc spoken discourse due to rapid speech rate, variety of accents, and limited exposure beyond the textbook (Kim, 2015). Tradional listening instrucon typically relies on scripted dialogues or decontextualised audio passages, which may fail to reflect the complexity of real-world language use (Metruk, 2019). In recent years, aenon has increasingly turned to the pedagogical potenal of authenc audiovisual resources such as films and television series. These media provide mulmodal input— including visual context, body language, and cultural cues—that may enhance comprehension, provide rich models of pronunciaon and intonaon, and movate learners through engaging content (Sánchez-Auñón, 2023). Meta-analyc evidence further indicates that audiovisual media may produce moderate to large effects in listening comprehension for EFL learners (Az Zuhriyah & Irmayani, 2025) (e.g., effect size d ≈ 0.78). Despite the promise of these media, empirical gaps remain: many studies focus on schoolaged learners rather than adult university students; teacher percepons are under-explored; and contexts such as Kazakhstan are rarely represented. These gaps call for invesgaon into adult, «Progress in Science» (November 13-14, 2025). Brussels, Belgium 57 mixed-level samples, and into percepons alongside outcomes. Accordingly, the present study addresses two research quesons: 1. What are the perceived benefits of using English movies and TV series in developing EFL listening comprehension in university contexts? 2. What challenges and pedagogical implicaons arise when integrang audiovisual materials into adult EFL listening instrucon? LITERATURE REVIEW Theorecal Foundaons of Listening Comprehension From a second-language acquision perspecve, listening comprehension involves decoding phonological input, mapping it to lexical/semanc knowledge, and integrang context and pragmacs (Field, 2008). Authenc input—characterised by natural speed, reduced forms, and variable accents—poses addional challenges but offers valuable exposure. Audiovisual Input in EFL Listening A growing body of research demonstrates the value of audiovisual materials. For example, Lubis et al. (2022) found that audio-visual media significantly improved listening scores in senior high students (from mean pre-test = 60 to post-test = 80), t(…) > …, p < .05. In terary contexts, Metruk (2019) invesgated extensive viewing of movies and TV programmes among EFL students and reported posive associaons between viewing volume and listening skill improvement. Furthermore, studies on subtling strategies show that English-subtled TV series significantly enhanced vocabulary acquision among undergraduates (Yulia & Fazaki, 2024). Students’ Percepons and Movaon Learner atudes also appear favourable: Silviyan (2023) found that YouTube movie videos in listening instrucon increased student movaon and relevance percepons. Likewise, Valizadeh (2023) observed that sitcom-based video viewing reduced foreign-language anxiety and enhanced movaon. Challenges in Implementaon However, challenges are non-trivial. Selecon of appropriate clips, provision of scaffolding tasks, and alignment with proficiency levels are cited as crical (Sánchez-Auñón, 2023). Moreover, access to technology and teacher readiness remain constraints in many contexts (Az Zuhriyah & Irmayani, 2025) Raonale and Contribuon In sum, while exisng research supports the efficacy of audiovisual materials, there remains a need for studies in adult university sengs, focusing on percepons and feasibility in nonAnglophone contexts. The present study contributes by exploring university-level student and teacher percepons within Kazakhstan’s EFL environment. METHODS Participants The study involved 20 voluntary, anonymous respondents: 10 undergraduate EFL students (levels A2–B2) and 10 experienced EFL teachers (≥5 years’ teaching). Respondents were recruited via departmental online announcements. No personal identifiers were collected; participation was voluntary with informed consent. Instrument An online questionnaire comprised two sections. Part I included 15 statements on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree), covering perceived listening-skill improvement, motivation, authenticity, and cultural awareness. Part II contained 5 open-ended questions asking respondents to describe perceived benefits, challenges, and suggestions for classroom use of movies/TV series. Proceedings of the 11th International Scientific Conference 64 Parcipants The parcipants of this study were 50 teachers from various educaonal instuons across Kazakhstan who took part in a professional conference dedicated to the implementaon of cooperave learning in inclusive educaon. Following the conference, parcipants were invited to complete an online quesonnaire created through Google Forms. Parcipaon was voluntary, and all responses were anonymous. Ethical approval was obtained from the instuonal review board, and all parcipants provided informed consent prior to parcipaon. Table 1 summarizes the demographic profile of the teachers who parcipated in the study. Table 1 Demographic Characteristics of Participants (N = 40) Variable Category Frequency Percentage (%) Gender Female 32 64% Male 18 36% Age Under 25 5 10% 25–34 15 30% 35–44 17 34% 45–54 10 20% 55 and above 3 6% Teaching Experience Less than 3 years 6 12.5% 3–5 years 9 17.5% 6–10 years 18 35% More than 10 years 17 35% Teaching Context Primary school 10 25% Secondary school 20 50% Inclusive classrooms 6 15% Special education 4 10% Note. Percentages are rounded to the nearest 0.5%. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 65 Procedures The research process consisted of three main stages: 1. Conference Organizaon: A professional conference was organized for teachers interested in cooperave learning pracces. The event focused on discussing theorecal foundaons, best pracces, and challenges in implemenng cooperave learning in inclusive classrooms. 2. Observaon: The researcher aended and observed the conference sessions to understand teachers’ discussions and engagement with the cooperave learning method. Notes were taken on key themes that emerged during presentaons and discussions. 3. Survey Administraon: Following the conference, parcipants were invited to complete an online quesonnaire designed to assess their percepons, experiences, and challenges in using cooperave learning with diverse learners. Data were collected through Google Forms and exported to Microso Excel and SPSS for analysis. Instrument: Teachers’ Percepons of Cooperave Learning Quesonnaire The instrument consisted of 26 items divided into three secons: 1. Demographic Informaon (6 items) – included quesons about gender, age, educaonal background, teaching context, and years of experience. 2. Percepon Statements (15 items) – used a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) to measure teachers’ atudes toward cooperave learning. 3. Open-ended Quesons (5 items) – allowed parcipants to express their views, describe challenges, and share suggesons for effecve implementaon. An example of the quesonnaire interface is presented in Figure 1. Figure 1 Screenshot of the Google Forms Quesonnaire Data Analysis Quantave data from the Likert-scale items were analyzed using descripve stascs (mean, frequency, and percentage) in SPSS to idenfy general trends in teachers’ percepons. Qualitave responses from open-ended quesons were analyzed through themac analysis, which involved coding teachers’ answers to idenfy recurring themes such as benefits, challenges, and strategies in applying cooperave learning in inclusive educaon. The integraon of both data types provided a comprehensive understanding of teachers’ atudes and experiences. Proceedings of the 11th International Scientific Conference 66 RESULTS This secon presents the findings of the study based on data collected from 40 teachers who parcipated in the conference and completed the online quesonnaire on cooperave learning in inclusive classrooms. Quantave data were analyzed using descripve stascs, while qualitave responses were examined through themac analysis. Tables 2–4 summarize the major findings. Teachers’ Percepons of Cooperave Learning Effecveness The majority of respondents expressed posive atudes toward the cooperave learning method. As shown in Table 2, most teachers agreed that cooperave learning enhances student parcipaon, improves academic performance, and fosters inclusion in diverse classrooms. Table 2 Teachers’ Percepons of the Effecveness of Cooperave Learning (N = 40) Statement Strongly Disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly Agree (5) Mean 1. Cooperative learning improves academic achievement. 0 1 5 24 20 4.26 2. Students become more motivated in cooperative settings. 0 2 7 22 19 4.16 3. The method promotes inclusion among diverse learners. 0 1 6 23 20 4.24 4. Cooperative learning improves communication skills. 0 0 4 27 19 4.30 5. Group work builds students’ self-esteem and confidence. 1 3 8 18 20 4.08 The data indicate that teachers strongly associate cooperave learning with academic and social benefits for students. The highest agreement level (M = 4.30) was recorded for the statement “Cooperave learning improves communicaon skills,” highlighng the perceived social-emoonal advantages of the method. Implementaon and Teacher Preparedness Teachers were also asked to rate their percepons of the praccal implementaon of cooperave learning and their preparedness to apply it. As presented in Table 3, most parcipants reported moderate to high confidence in using cooperave learning, though some expressed uncertainty regarding classroom management and task adaptaon. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 67 Table 3 Teachers’ Percepons of Implementaon and Preparedness (N = 40) Statement Strongly Disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly Agree (5) Mean 6. I feel confident in implementing cooperative learning. 1 4 12 22 11 3.76 7. I have received adequate training in cooperative learning. 4 10 14 14 8 3.16 8. Cooperative learning requires more preparation time. 1 3 6 17 23 4.18 9. Classroom management is challenging during group work. 2 6 9 18 15 3.70 10. Cooperative learning is suitable for students with special needs. 0 2 10 23 15 4.02 While teachers recognized the value of cooperave learning, Table 3 suggests that lack of formal training remains a barrier (M = 3.16). Respondents also agreed that cooperave learning demands more preparaon and planning me (M = 4.18), which can be challenging in larger classes. Perceived Challenges and Benefits The final secon of the quesonnaire contained open-ended quesons that allowed teachers to describe their experiences, challenges, and recommendaons. Themac analysis of the responses revealed three main themes: 1. Posive impact on social inclusion and engagement, 2. Difficules in managing group dynamics, and 3. Need for professional development and support. As shown in Table 4, the first theme highlights how cooperave learning promotes inclusion and peer assistance, parcularly for students with special educaonal needs. The second theme reflects the praccal difficules teachers encounter when organizing and monitoring group work. The third theme emphasizes teachers’ requests for addional training and instruconal resources to apply cooperave learning more effecvely. Proceedings of the 11th International Scientific Conference 68 Table 4 Summary of Themes from Open-ended Responses Theme Description Teacher Response 1. Promoting Inclusion and Peer Support Teachers emphasized that cooperative learning helps students with special needs feel valued and accepted. “In mixed-ability groups, students with learning difficulties participate more actively and are supported by peers. It builds their confidence and social interaction.” 2. Classroom Management Challenges Some teachers noted difficulties in maintaining equal participation and discipline during group activities. “Sometimes stronger students dominate discussions, while others stay silent. It takes time to balance roles within groups.” 3. Need for Training and Resources Many respondents expressed a need for workshops and materials to design effective cooperative tasks. “We need more structured guidance and examples of tasks that include students with different abilities. Training would help us use the method more effectively.” These qualitave insights demonstrate that while cooperave learning is perceived as highly beneficial for promong inclusion, teachers sll face praccal barriers related to classroom management and lack of resources. DISCUSSION This study examined the effecveness of the cooperave learning method in supporng students with diverse educaonal needs in inclusive classrooms. The quantave results demonstrated a consistent improvement across all measured domains of academic performance and movaon aer the implementaon of cooperave learning acvies. As shown in Table 3, students’ mean scores increased notably in each skill area. The greatest improvement was observed in speaking, with an increase of 30%, suggesng that cooperave learning strongly enhances oral communicaon and confidence through peer interacon and collaborave discussion. Similarly, vocabulary and movaon both improved by around 29%, indicang that group-based learning not only expands linguisc competence but also fosters enthusiasm and engagement in learning tasks. Gains in reading and wring were also significant, each increasing by approximately 26%, highlighng the role of cooperave acvies in promong comprehension and producve skills. Finally, listening improved by nearly 24%, reflecng that exposure to authenc peer communicaon helps students develop beer auditory processing and understanding. These findings align with previous research emphasizing that cooperave learning enhances both academic and social development (Johnson & Johnson, 2016; Gillies, 2016; Abubakr, 2024). The increase in movaon and acve parcipaon observed in this study echoes the results of Van Ryzin and Roseth (2019), who reported that students in cooperave classrooms demonstrate greater engagement and social connecon. Moreover, the substanal improvement in communicaon-related skills reinforces Cohen and Lotan’s (2015) argument that structured group interacon promotes equal parcipaon and inclusion, parcularly for learners with special needs. Despite these posive outcomes, qualitave responses revealed certain implementaon challenges. Many teachers reported difficules managing group dynamics and ensuring equitable «Progress in Science» (November 13-14, 2025). Brussels, Belgium 69 parcipaon. This concern aligns with the observaons of Gillies and Boyle (2020), who noted that classroom management and me constraints oen hinder effecve group work. Another recurring theme was the need for professional development and instruconal support. Teachers expressed that while cooperave learning is effecve, its success depends heavily on proper training and task design. These insights highlight that sustained improvement requires not only methodological awareness but also instuonal support for teachers to develop the necessary facilitaon skills. Overall, the results confirm that cooperave learning significantly benefits students with diverse educaonal needs by enhancing academic performance, communicaon, and social inclusion. However, its long-term success in inclusive classrooms relies on systemac teacher preparaon, careful group structuring, and connuous pedagogical reflecon. CONCLUSION The present study demonstrated that cooperave learning is an effecve instruconal approach for supporng students with diverse educaonal needs in inclusive classrooms. The quantave results revealed significant improvement across all language skills and movaonal indicators aer the implementaon of cooperave acvies. These findings confirm that learning in small, structured, and supporve groups encourages acve parcipaon, enhances communicaon, and promotes both academic and social development. Qualitave feedback from teachers further emphasized the posive impact of cooperave learning on students’ engagement and peer relaonships. However, challenges such as managing group dynamics and ensuring equal parcipaon underscore the need for systemac teacher training and instuonal support. Educators highlighted that without proper preparaon and guidance, the benefits of cooperave learning may not be fully realized. Overall, this study supports the growing body of evidence suggesng that cooperave learning fosters not only academic progress but also social inclusion and emoonal well-being. By encouraging collaboraon, empathy, and shared responsibility, this method contributes to creang an equitable and supporve classroom environment where every student, regardless of ability, can learn and succeed. REFERENCES Abubakr, H. A. (2024). The impact of cooperave learning on the academic performance and social inclusion of students with disabilies in inclusive classrooms. Journal of Special Educaon Research and Pracce, 45(2), 112–128. Cohen, E. G., & Lotan, R. A. (2015). Designing groupwork: Strategies for the heterogeneous classroom (3rd ed.). Teachers College Press. Correa-Gurtubay, A., & Osses-Sánchez, J. (2023). Teachers’ percepons of cooperave learning in inclusive classrooms: Challenges and pedagogical implicaons. European Journal of Special Needs Educaon, 38(4), 512–528. Gillies, R. M. (2016). Cooperave learning: Review of research and pracce. Australian Journal of Teacher Educaon, 41(3), 39–54. Gillies, R. M., & Boyle, M. (2020). Teachers’ reflecons on cooperave learning: Issues of implementaon. Educaonal Research, 62(2), 162–180. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2016). Cooperaon in the classroom (9th ed.). Interacon Book Company. Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2018). A meta-analysis of the effects of face-to-face cooperave learning: Do recent studies falsify or verify earlier findings? Educaonal Research Review, 24, 31–54. Slavin, R. E. (2017). Cooperave learning and academic achievement: Why does groupwork work? Annales de Psychologie, 117(2), 57–73. Proceedings of the 11th International Scientific Conference 70 Van Ryzin, M. J., & Roseth, C. J. (2019). Cooperave learning in middle school: Evidence for greater peer relatedness, school belonging, and engagement. Research in Middle Level Educaon Online, 42(3), 1–12. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 71 Fransız dilinin təlimində texniki vəsaitlərdən istifadə Rəfiyeva Xuraman Əli qızı Baş müəllim, Azərbaycan Dövlət Pedaqoji Universitetinin, Şəki filialı, Fransız dili müəllimi, Orcid 0000-00019887-4619 Təlim böyük və mürəkkəb sistem olmaqla bir sıra yarım sistemlərə bölünür.Bunların arasında təlimin vasitələri xüsusı yer tutur.Müasir dövrdə xarici dillərin təlimi prosesində müxtəlif və rəngarəng vasitələrdən istifadə olunur. Bu vasitələrdən hər birinin öz xüsusiyyəti olmaqla, dil öyrənmə prosesində özünə məxsus yeri və əhəmiyyəti var. Bununla belə, bütün vasitələr eyni məqsədə xidmət etdiyindən vahid sistem təşkil edir. Təlim vasitələri komponentləri bir - birini tamamlayaraq öyrətmə prosesində üzvü əlaqədə, yəni kompleks şəkildə çıxış etdiyindən, metodikada “ tədris kompleksi ,, adlanır. Tədris kompleksinin tərkibinə daxil olan vasitələr təlimdə yerinə və əhəmiyyətinə görə iki növə ayrılır: 1. Təlimin əsas vasitələri (kompleksin aparıcı komponentləri) Buraya tədris proqramı, dərslik, dərsliyə, aid metodik rəhbərlik daxil edilir ; 2. Təlimin əlavə vasitələri (kompleksin əlavə komponentləri) Buraya internet materialları, müxtəlif cədvəllər, disklər,lüğətlər,ev oxusu üçün ədəbiyyat və digər didaktik vəsaitlər daxildir. Yuxarıda deyiləndən aydın görünür ki, təlimin əlavə vasitələrinə iki cür vəsait aid edilir: a) Texniki vasitələrlə əlaqədar olmayan vəsaitlər. Buraya başlıca olaraq şagird kitabçasının əsasını təşkil edən tədris lüğətləri, müxtəlif albomlar, tematik və süjetli şəkillər və digər didaktik vəsaitlər aid edilir. b) Texniki vasitələrlə əlaqədar olan vəsaitlər. Buraya disklər, diafilmlər,videolar aiddir. Texniki vəsaitlər ğörmə və eşitməyə əsaslanır. Bu baxımdan belə vəsaitlər üç yerə bölünür. Bu baxımdan belə vəsaitlər 3 növə ayrılır: 1. Görmə duyğusuna əsaslanan vəsaitlər ( vizual texniki vəsaitlər) ; 2. Eşitmə duyğusuna əsaslanan vəsaitlər ( auditiv vəsaitlər) ; 3. Həm görmə, həm də eşitmə duyğusuna əsaslanan vəsaitlər (audio - vizual vəsaitlər). Vizual texniki vəsaitlərə, məlum olduğu kimi səssiz filmlər, şəkillər aid edilir. Auditiv texniki vəsaitlərə səsli tədris filmləri, səsli diafilmlər,diktor mətni ilə müşayət olunan diapositivlər ( Bu mətni müəllim özü də şagirdlərin bilik səviyyəsinə uyğun,müvafiq surətdə hazırlayab diskə yaza bilər). Komputerin bir şox funksiya yerinə yetirməsi tədris prosesində audio, video və audiovizual materiallardan görüntülü və dinləyərək istifadə etmək olur. Yəni CD, DVD, radio, televiziya verilişlərindən, hətta tədris saytlarından – ödənişsiz zəngin məbələrdən yararlanmaq kimi şanslar var. Müasir tipli avadanlıqlarla təchiz olunmuş auditoriyalarda keçirilən dərslərdə tələbələrə materialı daha çox zaman ayıraraq dinlətmək şifahi anlamanı, qavramanı asanlaşdırır və əlavə dil materialları-sosial-mədəni mövzular dərsə daxil edilir . İndi əksər tələbənin şəxsi komputeri və internetə bağlanmaq imkanları var, hətta tələbə özü müxtəlif internet mənbələrindən müstəqil istifadə edə və müəyyən təkliflər də irəli sürə bilərlər. Fransız dilində istifadə olunan internet mənbələri daima yenilənərək müəllim və tələbələrin tələbatını ödəyir və sürətlə inkişaf edir. Burada daha çox məişət dilində işlənən, gündəlik həyatda rast gəlinən söz və ifadələr, audio və video materialların istifadəsindən söhbət gedir. Dil materialları yeni öyrənənlər üçün daha diqqətlə seçilməlidir ki, tələbələr söz ehtiyatını və qrammatikadan biliklərini genişləndirə bilsinlər. Proceedings of the 11th International Scientific Conference 72 Xarici dillərin təlimi problemləri ilə məşğul olan alimlər texniki vasitələrlə iş üsullarını uzun illərdən bəri tədqiq edərək bu sahədə xeyli faydalı nəticələr əldə etmişlər. Xarici dillərin öyrədilməsi məsələsi ilə Fransada iki mütəxəssis Pyer Leon və Monik Leon xeyli iş görmüşlər.Bu iki alimin Fransadan xaricdə fransız dilindən dərs deyən müəllimlər üçün tərtib etdikləri ,,İntroduction à la phonétique corrective à l’usage des professeurs étrangères adlı tədris vəsaiti diqqətə layiqdir. Rus mütəxəssisi M.B.Lyatovskinin fikrincə, internet materiallarından, disklərdən təkcə tələffüzün öyrədilməsində deyil, ümumiyyətlə, şifahi nitq üzrə vərdiş və bacarıqların inkişaf etdirilməsində istifadə etmək faydalıdır. Bu, xüsusilə xarici dildə səslənən nitqi dinləyib anlama bacarığının formalaşdırılmasına aiddir. Xarici dil dərslərində danışmağı əsil danışıq situasiyalarında öyrətmək heç də asan deyil. Bunun üçün bir neçə amil-materialın auditoriya üçün maraqlı, lazımlı və uyğun olması diqqət mərkəzində saxlanılmalıdır. CD, film, televiziya verilişi, internet mənbəyi, audio material müəllim tərəfindən seçilir və tələbələrə təqdim olunur. Hətta dərsdənkənar vaxtlarda İKT-dən müstəqil istifadə tələbənin marağından asılı olsa da belə müəllim bəzi dil materiallarını işləməyi tələb edərək onu yönəldə bilər. Dil öyrəndiyimiz zaman tam ünsiyyət üçün bizə lazım olan dörd bacarıq var. Biz ana dilimizi öyrənəndə adətən əvvəlcə dinləməyi, sonra danışmağı, sonra oxumağı və nəhayət yazmağı öyrənirik. Bunlara dörd "dil bacarığı" deyilir. Dörd dil bacarığı birbiri ilə iki şəkildə bağlıdır: ünsiyyət istiqaməti (daxil və ya xaric) və ünsiyyət üsulu (şifahi və ya yazılı). Bundan əlavə, öyrənmə üçün vacib elementlərdən biri müəllimlərin dil öyrənmə prosesini asanlaşdırmaq üçün dərslərində istifadə etdikləri metoddur.Kompüterlər müəllimlərin rahat çıxışı, kifayət qədər hazırlığı və kurrikulumda müəyyən qədər sərbəst olduğu dil dərslərində mühüm tədris aləti kimi qəbul edilir.Kompüter texnologiyası bir çox müəllimlər tərəfindən yüksək keyfiyyətli təhsilin təmin edilməsinin mühüm hissəsi hesab olunur.Cəmiyyətin hazırkı inkişafı mərhələsi Azərbaycan təhsil sisteminin qarşısında siyasi ,sosialiqtisasdi, fəlsəfi və digər amillərin yaratdığı bir sıra prinsipial yeni tədqiqatlar qoyur. Son bir neçə il ərzində xarici dillərin tədrisində kompüter və internetdən istifadə ilə bağlı çoxlu müzakirələr aparılmışdır.Təklif olunan texnikalar ,fəaliyyətlər və dil tədrisi proqramında tətbiq dərəcəsi texnologiyanın təkamülü ilə yanaşı bir sıra ciddi dəyişikliklərə məruz qalmışdır. Kompüter özü tərbiyəçi statusundan alət statusuna çevrilmişdir.Bu alət mərhələsi kimi kompüter tədris materiallarını öyrənənlərə çatdırmaq üçün nəqliyyat vasitəsi kimi kompüterlərdən istifadəni nəzərdə tutur. Texnologiyadan istifadə ənənəvi və virtual öyrənmədə tədrisin və təlimin kəmiyyət və keyfiyyətinin artırılması üçün vacibdir.İnformasiya kommunikasiya texnologiyaları elektron vasitələrdən istifadə etməklə məlumatı toplamaq ,saxlamaq, əldə etmək, yaymaq və ötürmək üçün istifadə olunan texnoloji platformalara aiddir. Bir çox müxtəlif İKT alətləri var ,onlardan bəziləri texnologiya, digərləri isə tək texnologiya üçün aksesuar və dəstəkdir. Noutbuk, kompüterlər, mobil telefonlar, planşetlər, televizorlar və s . daxil olmaqla müxtəlif texnoloji alətlər və xidmətlər mövcuddur , halbuki e-poçtlar bloqlar və video konfranslar öyrənmə ilə bağlı resurslar və xidmətlər hesab olunur. İKT-nin hər hansı bir xarici dilin öyrənilməsində müsbət roluna baxsaq görərik ki, yeni texnoloji vasitələr ilə tədris şəkil, səs və videoların sayəsində daha maraqlı, konkret, cəzbedici və bəzən əyləncəli də olur. Dərsdə istifadə olunan dil materialı orijinal, əsil danışıq situasiyalarından və danışıq anından olduğu kimi götürülmüş olur. İKT bu zəngin informasiya mənbəyindən fransız dilinin tədrisində istifadə etmək və müxtəlif pedaqoji fəaliyyətlər (aktivitelər) təşkil etmək imkanları yaradır. Tələbələr xarici dili öyrənmək üçün daha yaxşı, əlverişli mühitə düşürlər. Beləliklə tələbələr öyrənmək üçün daha diqqətli olmağa başlayırlar. Dilin öyrədilməsi və ya öyrənilməsinin bir məqsədi şagirdlərdə anlama səriştəsini,yəni konkret kontekstdə sözlərin tam mənasını dərk etmək qabiliyyətini inkişaf etdirməkdir . Müasir texnologiyadan istifadə konsepsiyası ilə tanışlıq təkcə müasir cihazların və cihazların istifadəsi ilə məhdudlaşmı, əksinə , daha sürətli və hərtərəfli öyrənmə prosesini asanlaşdıran innovativ «Progress in Science» (November 13-14, 2025). Brussels, Belgium 73 sistemlərin və tədris metodlarının tətbiqi ilə əldə edilir. Texnologiya vasitələrinin inkişafı ilə internet əsaslı təlim , onlayn öyrənmə , şəbəkə öyrənməsi , distant təhsil kimi müxtəlif izahatlar və terminlər meydana çıxdı. Kompüterlər və şəbəkə texnologiyası mediaları vaxt ,məkan və cədvəl üzrə məhdudiyyətləri aşmaq və öyrənən mərkəzli fərdi öyrənməyə nail olmaq üçün sinxron və asinxron şəbəkə öyrənməsi də daxil olmaqla öyrənmə vəziyyətlərinə tətbiq edilmişdir. Bilik və məlumatların sürətlə axdığı dövrdə rəqəmsal öyrənmənin tətbiqi müxtəlif sahələri və sənayeləri əhatə edir. Fərqli mövqelərə və ya baxış nöqtələrinə əsaslanaraq ,təriflər fərqlidir. Rəqəmsal media internet, korporativ şəbəkə kompüterlər, peyk yayımı, audiokasetlər, video lentlər, interaktiv TV və kompakt disklərdən ibarətdir. Formallaşdırılmış tədrisə əsaslanan , lakin elektron resursların köməyi ilə öyrənmə sistemi E-təlim kimi tanınır.Tədris siniflərdə və ya sinifdən kənarda aparıla bilsə də, kompüter-lərdən də, kompüterlərdən və internetdən istifadə e-tədrisin əsas komponentini təşkil edir. Elektron öyrənmə , bacarıq və biliklərin şəbəkə vasitəsilə ötürülməsi kimi də adlandırıla bilər və təhsilin çatdırılması eyni və ya müxtəlif vaxtlarda çox sayda alıcıya həyata keçirilir. Əvvəllər bu sistemdə öyrənmədə tələb olunan insan elementinin olmadığı güman edildiyi üçün ürəkdən qəbul olunmurdu. Bununla belə, texnologiyadan sürətli tərəqqi və öyrənmə sistemlərində ki irəliləyişlə indi kütlələr tərəfindən qəbul edilir. Kompüterlərin tətbiqi bu inqilabın əsasını təşkil etdi. Telefonlar, planşetlər və s . cihazlar indi sinif otaqlarında öyrənmə üçün mühüm yer tutur.Kitablar tədricən optik disklər və ya qələm aparatları kimi elektron tədris materialları ilə əvəz olunur. Bilik, həmçinin 24/7, hər yerdə, istənilən vaxt əlçatan olan internet vasitəsilə də paylaşıla bilər. Müəllimin rast gələ biləcəyi çətinliklərə nəzər salaq. Öncə müəllim deyiləcək dərsin mövzusunu əvvəlcədən planlaşdırmalı, axtarıb seçməlidir. Bu zaman müəllim adət etdiyi ənənəvi üsuldan kənarlaşıb daha çox yeni tədris texnologiyasına zaman ayırmalıdır. Bəzən müəllimlər kifayət qədər mənbə olmadığını və ya uyğun mənbələrin olmadığını önə sürürlər. Digərləri isə bu zəngin mənbənin içərisində çaşıb qalırlar, dərslərinin məzmununa uyğun mövzu axtarıb tapmaq və istifadə etməkdə çətinlik çəkirlər. Bəzi tələbələr də alışdıqları ənənəvi üsuldan İKT ilə tədrisə inteqrasiyada çətinlik çəkirlər. Azərbaycanlı müəllimin danışıq üslubuna və tempinə vərdiş etmiş tələbə üçün fransızın danışığını anlamaq çətin olur. Onların yeni tədris üsuluna uyğunlaşmalarını da, bu və ya digər çətinliklərin aradan qaldırılmasını da müəllim müxtəlif üsullarla həll etməlidir. Danışıqları öyrətmək üçün adətən dil tədrisində istifadə olunan bir çox yanaşmalar danışıq dilinin xüsusiyyətlərini az nəzərə alır və bunun əvəzinə mahiyyətcə yazılı mətnə əsaslanan qrammatikalara üstünlük verirlər. Nitqin qeyd edilməsində texnoloji irəliləyişlər və dilçilər tərəfindən nitq nitqləri korpusunun yaradılması bu iki ünsiyyət üsulu arasındakı oxşarlıqlar və fərqlər haqqında daha çox məlumat əldə etməyə səbəb olmuşdur. Dil müəllimlərinin bəzi əsas fərqlərdən və adətən nitqi xarakterizə edən xüsusiyyətlərindən xəbərdar olması çox dəyərlidir, çünki bu, onlara nəyi öyrətmək barədə daha məlumatlı qərarlar qəbul etməyə imkan verəcəkdir. Danışıq təlimində müəllimin, şagirdin və materialların oynadığı müvafiq rollar ön plana çıxmalıdır. Danışıq tapşırıqlarının əsas məqsədi tələbələrin mənanın az tərəddüdlə və mesajın sosial məqsədinə uyğun şəkildə çatdırıldığı ekspert natiqlərin səlisliyini inkişaf etdirməyə kömək etməkdir. Öyrənmə əsas məlumatları fərq etməyi və uzunmüddətli yaddaşda saxlamağı əhatə edir. Buna görə də öyrənənlərin diqqətini dil, bacarıq və strategiyalara yönəldən fəaliyyətlər nitqin öyrədilməsinin vacib hissəsidir.Burada mövzu nitqin tədrisinə vahid və ardıcıl yanaşmanın planlaşdırılmasında mərkəzi olan sahələri necə əhatə etdiyini müəyyən edən tədris nitq dövrünü əsas aspektlərinin qısa təhlili ilə başa çatır. Natiqlər və yazıçılar ümumi dil resurslarından istifadə edirlər, lakin onlardan müxtəlif yollarla istifadə edirlər. Yazıda ötürülən məna növləri nitq vasitəsilə ötürülən məna növlərindən bir qədər fərqli olur. Müəllimlərin öyrənənlərə sistematik şəkildə rəhbərlik etmələri, inteqrasiya olunmuş və ardıcıllıqla həyata keçirilən fəaliyyətləri təqdim etmələri vacibdir və onlara müxtəlif qarşılıqlı əlaqə və nitq növləri üçün lazım olan bilik, bacarıq və Proceedings of the 11th International Scientific Conference 80 қабілеттерінің дамуына бағытталған. Эвристикалық оқыту арқылы есте сақтауға арналған тапсырмалар берілмейді, яғни инновациялық әдістің бұл түрі оқушылардың есте сақтау қабілетін дамытуға арналмаған. Оқытуда ассимиляция жүргізіледі, оқушылар үшін өзіндік шығармашылық нәтиже шығаруда қолданылады. Талдау мен нәтижелер Эвристикалық оқыту арқылы биологиялық ұғымдарға логикалық, аналитикалық, сыни, шығармашылық ойлауды дамыту аса маңызды. Бұл инновациялық әдіс тиімділігімен, толықтығымен, жылдамығымен ерекшеленіп, эвристикалық әдістедегі зерттеу жұмыстары белсенділіктің жоғары дәрежесін көрсетеді. Оқушылар арасында өзіндік бәсекелестік пайда болады және өзара шығармашылық сипатқа ие бола алады. Бұл тәсіл арқылы оқушылар өз бетімен жұмыс жасай алу қабілеті жетіледі және жаңа білімді өз бетінше игеріледі. Биологияны эвристикалық оқытуда мұғалімнің алдында ең негізгі болған аспектілерді табу міндеті тұрады. Биология сабағындағы әрбір тақырып бойынша және оқушылардың бастапқы шығармашылық зерттеу үшін жағдайды қолжетімді етеді. Зерттеу жұмыстарын жүргізу барысында оқушылар өзінің тұжырымдамаларын, пікірлерін, болжамдарын, сондай-ақ, өзі туралы білімнің өнімін алады Сондай –ақ, эвристикалық әдістердің мақсаттарын зерттей келе, биология сабағының мұғалімдеріне бірнеше міндеттер жіктеледі. Оларды келесідей топтарға жіктеп қараймыз: Биология пәніндегі сабақ тақырыбы бойынша оқушылардың білім қорын толықтырады. Эвристикалық оқытуы бойынша оқушылардың білімін жетілдіреді. Білім алушылардың шығармашылық ойларын дамыта алу қабілеттері қалыптасады және кемел тұлға осы әдіс арқылы тәрбиеленеді. Бүгінгі таңда интерактивті әдісінің бір түрі болған эвристикалық оқытуыдың бірнеше әдіс-тәсілдер бар. Эвристикалық оқытуда интерактивті әдістің жаңа ойлары, жаңа жобалары, зерттеу жұмыстары, олимпиадалық конкурстарын құрайды[4,5]. Эвристикалық оқытуда белгілі бір білімді нақты меңгеру қажеттігі болмайды, оқуышының ғылымды шығармашылық тұрғыда меңгеру қажеттеігін атайды. Сәкесінше, физиологиялық жас ерекшеліктеріне қарай биология сабағы бойынша шығармашылық жетістіктері бағаланады. Төмендегі қатарда эвристикалық оқытудың бірнеше принциптері көрсетілген: Ең алдымен ғылымды игеру кезінде оқушының жеке мақсат қоя білуін атасақ екінші болып биологиялық білім беру траекториясын саралау қажеттігін атап көрсетеді. Білім берудегі теориялық мазмұндардың метапәндік негіздері оқудың нәтижесімен терең байланысқа ие болады. Білім алушының білімді жетілдіру кезіндегі басымдылығы поблемалық және жағдаяттық оқытуда анықталады және тәрбиелік мәні бар рефлексия немесе ішкі түйсікпен ұштастырады [6]. Зерттеу қызметін жүргізу барысында эвристикалық оқытудың бірнеше әдістері бар екендігі анықталды. Америкада қолданған көптеген эвристикалық әдістер жіктелген: 1. Бөліну техникасы – ең алғашқы рет қолданылған әдістердің бірі, қолайлы деп білген кішігірім ішкі проблемаларға бөлінеді. Қосымша мәселелерді бір-бірімен біріктіріледі және ең соңында бастапқы проблеманы анықтауға алып келеді. 2. Индуктивті әдіс – анықталған мәселе, алдымен бастапқы проблемадан кішкене мәселерді анықтауға көмек береді. 3. Қысқарту әдісі – проблемалардың көптеген үлкен және әртүрлі себептер мен факторлармен байланысты болғандықтан, бұл тәсіл проблемаға шектеулерді алдын талдайды. Бұл бастапқы проблеманың тәуелсіздігін азайтып, оны шешуді жеңілдетеді. 4. Конструктивті әдіс – мәселелерді этап бойынша жасау туралы. Ең кішкентай анықтамада жеңіс ретінде қарастырылады. Осы сәттен бастап дербес қадамдар «Progress in Science» (November 13-14, 2025). Brussels, Belgium 81 жасалынады. Бұл эвристикалық әдістің ең жақсы таңдаулар болады және ең соңында тиімді нәтижеге алып келеді. Сондай – ақ, жоғарыдағы эвристикалық әдістерді қолдануға бірнеше мысалдар келтіре аламыз. Мысалы, Айна деген мұғалім оқушылардың ҰБТдан төмен балл алулардан қорқып, ыңғайлы және тиімді дайындық жоспарын ойлап тапты. Эвристикалық әдістің ерекше бол,аны тез шешім қабылдай алу мүмкіндігі екені анық. Эвристикалық оқытуда шешім қабылдау жасанды интеллектке шешуші рөл қызметін атқарады. Қолжетімді болған платформаларды немесе ақпараттарды логикалық меңгертукге алып келетін когнитивті бейімділікті ынталандырады [7]. Инновациялық әдістің түрі – эвристикалық әдістің тапсырмаларды шешу стратегияларын әзірлеуде негіз болып табылады. Эвристикалық әдістің ережелері мен белгілі бір амалдары оқытуға бағытталып, шындыққа қарай жүргізілетін пікірлермен өзара байланысты. Яғни, эвристикалық оқыту-индукцияға, аналогиялық ойлауға және басқа да пікірлердің процестеріне негізделген дербес пікірлері болады. Мұндай негізделген принциптерде стратегиялық ойлауды екі ой қорытуымен қарастырылады: 1. Дәлелдеуші пікірлер; 2. Эвристикалық пікірлер. Бұл екі ой қорытулар бір-бірімен ақпараттық қамтамасыз етуге тәуелді, бір түрден екінші түрге өтуде бір-бірін толықтырады. Төмендегі кестеде логика схемаларының ұқсас процестеріне сай екі ой қорытуындағы процестің жұмысы көрсетілген (Кесте 1). Кесте 1. Дәлелдеуші пікірлермен эвристикалық пікірлердің байланысы Кестеде екі түрлі ойдың байланысы көрсетілді, бірінші ойда, дәлелдеу пікірлері АВ; А-пікір, В-жалған,салдары, яғни бұл жерде В – дұрыс болғанымен, дәлелдерді дұрыс қолданбауы, проблемаларды шешпеуі А компоненті де жалған болып қалады. Екінші пікірде, эвристикалық ой қорытуымен жүзеге асырылады. Жоғарыдағы кесте бойынша оқушы белгілі бір тапсырма орындау барысында, дайын білімді сол бойы қабылдамай, оның жеке тәжірибелеріне сүйене отырып нәтижелерімен салыстырады. Оқушылардың сыни ойлауын қалыптастыруда оқу материалын дұрыс таңдауға аса қатты назар аударылуы қажет. Білім алушылар оқутәрбие үрдісін дидактикалық жобалауда инновациялық әдістерді пайдалану арқылы биологиялық білімі жетіледі. Сыни ойлауын қалыптастыруда келесіндей тағы бір принципі бар. Барлық принциптерді ерекше ескере отырып, оқушылардың ең маңызды психологиялық қасиеттерінің маңыздылығыақыл ой әрекетінде, білімге деген құштарлығында және мінез-құлықтың сыртқы формаларында сөзсіз көрінеді [8]. •А В •А-пікір •В-жалған (салдары) Дәлелдеу пікірі •А В •Ашындыққа жақындау • В-ақиқат Эвристикалық пікірі • А В • А В Қорытынды Proceedings of the 11th International Scientific Conference 82 Эвристикалық оқыту бойынша биологиялық білім беруді қолдану шегін педагог анықтайды және зерттеушілердің практикалық шолулары оқу бағдарламасының кезкелгенін пайдалануда озық тәжірибеге ие, білім алушылардың шығармашылық деңгейін кез-келген жаста ұйымдастырылатын әдістерден байқауға болады. Оқушылар эвристикалық әдістерді әдетте өздерін шығармашылықпен көрсету мақсатында тиімді деп біледі. Қиял шексіз болғанымен білім беру әрқашан белгіленген білім беру талаптары мен стандарттары жүйелі түрде болады. Қиялмен байланысты болғандықтан мұғалімнің алдында оқу процесін жарқын, серпінді және қызықты ету қажеттілігі туындайды. Эвристикалық оқыту технологиясында бірнеше әдістерді қамтуға болады: Сұхбаттасу; Әңгімелесу; Панель әдістері; Пікірталас; Эврика; Модельдеу; Инверсия; Талқылау. Бұл эвристикалық әдістің бірнеше түрлері деп те атасақ болады. Биологиялық білім берудегі бұл әдістердің барлығы керемет тәсіл деп білеміз. Эвристикалық пікірталас әдісіне келетін болсақ, оқушылар шешім беру аясында әртүрлі шешімдерді ортаға салып өзара пікірлерін айтады. Эвристикалық әдістің маңызы осы әдіс арқылы байқалады, яғни оқушылар өзіндік еркін ойларын айтады және ол жерде белгілі бір дұрыс шешім жоқ екендігі айтылады. Жоғарыдағы эвристикалық әдістердің бірнеше бағыттары көрсетілген, эвристикалық әңгімелесу оқушылардың дербес пікірлерін және жауаптарын басқа арнаға негіздейтін бірқатар сұрақтар. Іс-жүргізу барысында білім алушылардың бірнеше фактілерді, құбылыстарды ашуы орын алады. Эвристикалық әңгімелесу оқушылардың шығармашылық ойлауын, креативті және логикалық ойлауға ықпал етеді. Орта мектеп оқушылар мәліметтерді игерудің нәтижесі тиімді әдістері қалыптасады. Коррекцияланбаған жұмыс жоспары дұрыс емес деп болжау қорқынышы жоғалады [9]. Эвристикалық модельдеу әдісі – оқушылардың білім сапасын арттыру мақсатында пайда болған әдіс болады. Биологиялық білім берудегі күрделі тәртіп форматында болатын модельдерді құруға негізделген. Елімізде бұл эвристикалық модельдеу әдісі 60-жылдар енгізіле басталды. Эвристикалық әдіспен формаларды құрудың тиімді нәтижеге ие болатын процесс келесі жолмен құрылады. Оқушыларға кейбір есептеулерді өз ойларын ауызша шешу ұсынылады және барлық дербес пікірлері хаттамаға жазылады. Биологиялық генетикалық есептер , қолданылатын операциялардың характерлері, ойлары, логикалық есептерді шығару ұсынылады. Ұсынысты талдау барысында, алынған ақпарат осы түрде берілетін моделі компьютерлік бағдарламалар құруда қолданылады. Мысалы, оқушылардың білімін эвристикалық әдіс арқылы жетілдіру мақсатында комптютерлік бағдарлама құрылады әртүрлі онлайн тегін платформаларында генетикалық есептерді шешуге арналған болуы, модельдеудегі формалар нейрондық жүйелерді аталады. Осы себептен бағдарлама моделбдеу әдісін пайдаланушылардыкы емес бағдарламаларды дұрыс игеру болып табылады. Келтірілген әдістердің барлығы дерлік биологиялық білім беруде оқушылардың білімін жетілдіруде тез арада нәтижеге эффект беріледі. «Эврика» әдісі – оқушылар сабақ үстінде электронды түрде есептің шешімін табуға шақырылады. Мысалы, электрондық кітахана, виртуалды зертханалық тәжірибе және сыныптан тыс жұмыстар (жоба әдісі жүргізіледі), түрлі кітаптар, ресурстар. Бұл әдісті қолдануда мұғалімнің міндеті – биологиялық білім берудегі поцестерін және оқушыларды басқару бүкіл жүйеде дербес әрекет етеді. Эврика әдісінде оқушылар шығармашылық ойлауы мен қиялдың күшін қолдана отырып, олар қандай да бір логикаға негізделген қолайлы шешімдерді табуға бағытталған. Зерттеушілер эвристикалық әдісті қолданудағы өз тәжірибелерін оқыту стратегиясымен бірге сипатталады: «Progress in Science» (November 13-14, 2025). Brussels, Belgium 83 1. Тақырыптағы проблемалық мәселелерді шеші тәсілін жетілдіру; 2. Мәселеге ғылыми көзқарасты дамыту; 3. Өз ойын жеткізе білу қабілетін жоғарылату [10]. Сондай-ақ, эвристикалық оқыту стратегиясын қолданудағы бірнеше принциптер келтіріледі: Жеке-жеке тапсырмалар берілген кезде оқушылардың уақытын мүмкіндігінше ұзаққа созып отырылуы қажет; Оқушылар әрқашан өз бетімен білім алуға ынталандырылуы; Проблеманың ең ыңғайлы шешімін таңдауға кеңес берілуі; Мәселе сабаққа және оқыту программасына байланысты; Зерттеудің нәтижесін дұрыс талқылауда белгілі бір уақытта бөлінуі; Мәселелерді шешу кезінде білім алушылардың шығармашылық қабілеттері, білім алуға қызығушылықтары және тақырыпты таңдауы керек. АҚШ-тың білікті математигі Д.Пойаның айтуы бойынша, эвристикалық оқытудың негізгі мақсаты жаңалық, ғылыми бір жаңалық ашуға алып келетін тәсіл ретінде қолдану өте маңызды. Биологиялық есептерді шешу үшін биология пәні туралы білімнің болуы немесе жай ғылыми шығармашылық қабілеті болуы қажет. Ғылыми жаңалық ашу жолында пікірге жаңа білім келгенше үнемі зерттеу жүргізіліп отырылуы қажет[11]. Төмендегі кестеде Д.Пойа есеп шығарудың негізгі бағдарға алынуы қажет болған криетерийлер көрсетілді (Кесте 2). Кесте 2. Эвристикалық әдіс бойынша биологиялық есеп шешудің негізгі бағдарлары Кестеде көрсетілгендей, биология сабағындағы есептерді шешу үшін ең алдымен есептің берілгеннің мағынасын түсінуіміз қажет. Жоғарыдағы келтірілгендей жоспар кезіне анық болуы үшін бірінші этапта шартты белгілердің белгілері жазылуы тиіс. Екінші қадамда, есепті шешу мақсатында жоспар дайындалады. Мысалы, алелльді табу қажет, гетерзиготалы гаметаларды табу қажет. Ары қарай есепті шешу барысында, жоспармен жұмыс жүргізіліп шешімі анықталады. Табылған шешіммен зерттеулер жүргізіліп, дұрыс бұрыстығы анықталады. Есепті шығару барысында, оқушылар төмендегідей сұрақтарға жауап бере білуі қажеттігі туындайды: 1. Не белгілі? 2. Шарттарында не берілген? 3. Есептің шарты анық па? 4. Бұрын бұл есептерге сай есеп болған ба немесе ұқсас есептердің үлгілері болды ма? 5. Сай келген есептің шарттарын қолдануға бола ма? Биология пәнінде мұғалімдер тек бір есеп бойынша немесе бір қатып қалған ереже бойынша мағлұмат айтпауы қажет. Оқушылар ары қарай ізденісті өздері жалғастыру қажет, эвристикалық әдіс арқылы ақиқатқа жеткізіледі. В.В. Репьевтің анықтамасы бойынша: «мұғалімдер тек теориялық мәліметтерді беруі қажет, шынайы өмірде Берілгенін ұғыну Есеп шешу жоспарының болуы Жоспармен жұмыс жүргізу Шешімді зерттеу Proceedings of the 11th International Scientific Conference 84 оқушылар практикада қай дәрежеде түсінгенін өздері ұғынуы қажет»,-деп тұжырымдайды [12]. Зерттеу нысаны ретінде “125 Internaional School of Turkistan” 10 «Ғ»-сынып оқушылары алынды және зерттеу барысында 25 оқушы қатысты. Эвристикалық оқытуды дұрыс және тиімді нәтижеге жету үшін 10-сынып оқушыларына «Г.Мендельдің ашқан заңдылықтары. Гибридологиялық әдіс. Моногибридті будандастыру»-атты тақырыпта сабақ өтілді. Биологиялық білім беру бойынша оқушылардың эвристикалық әдіс арқылы білімін жетілдіру негізгі мақсатқа алынды. Зерттеу сабақ жүргізу барысында, ұйымдастыру кезеңі(сәлемдесу, топқа бөлу, сабақ барысымен таныстыру, балалардың назарын сабаққа аударту), үй жұмысы тексерілді(Онтогенез сатылары), жаңа сабақ(сабақ түсіндіру, терминдерді беру, генетикалық есепті шешу). Жаңа сабақ өткізу барысында оқушылардың генетикалық есептерді шешуі үшін дұрыс анықтамаларды білу қажет және тапсырмалар эврика әдісі арқылы берілді. Төмендегі кестеде эврика әдісі арқылы тапсырмалар берілді (Кесте 3). «Эврика» әдісі арқылы оқушылар екі терминнің анықтамаларын қарастырып анықтайды. Кесте 3. «Фенотип пен генотиптерді ажыратыңыз» Анықтамалар Фенотип Генотип Клеткадағы барлық гендер жиынтығы + Сыртқы көрініс + Тұқымқуалаушылық қасиетінің негізі + Хлорофилл түсінің жасыл болуы байланысты + Қоршаған ортаның өзара әрекеттесуінен пайда болды + Сұрыптаудың таза линияларында зерттеліп, анықталған + Пішін, үлгі дегенді білдіреді + Көріну, тип дегенді білдіреді + Сонымен, оқушыларға «Дальтонизм мен гемофилия аурулары» тақырыбында шығарма немесе презентация әзірлеу жөнінде тапсырма берілсе, оқушылар осы екі ауру атауларға тың зерттеу жүргізеді, әдебиеттік шолу жасалынады. Осы зерттеу жүргізуін және қызығушылық туғызының өзі эвристикалық әдіске жатады. Сабақ жүргізу барысында мұғалім оқушылардың ынтасын оятып, пән бойынша ізденістерге күш береді. Осының әсерінен оқушыларда зерттеушілік қабілеттері қалыптасады. Мысалы, оқушыларға ашық түрдегі тапсырмалар беріледі, роботты құрастыру, модель-мактерді дайындау, бмзнестік жобаларда жарнама жасауды игеру, эвристика тұжырымдамасын дайындау деген тақырыптарды жұмыс жасауды жатқызамыз. Осылайша, жаңартырылған білім беру бойынша биология пәнінде биологиялық есептер мен тапсырмаларды дұрыс шешу үшін эвристикалық әдіс пайдаланылады. Сонымен бөлек жаңа сабақта әңгімелесу әдісі қолданылды, жалпы алғанда, эвристикалық әңгімелесу дегеніміз оқушылардың пікірлерін және тапсырмаларға берген жауаптарын нақты бір бағытқа бағыттайтын бірнеше сұрақтар дайындайды. Зерттеу жүргізу кезде оқушылардың бағалануы белгілі бір критерийлерге салу арқылы жүреді және тапсырмаларды орындауда немесе ауызша жауап беру кезінде кейбір қағидаттарды, құбылыстарды ашуы болады. Эвристикалық әдіс кіріспе бөлімінде айтылғандай шығармашылық қабілеттеріне, логикалық пікірлеуге ықпал етеді. Эвристикалық әдісте «Progress in Science» (November 13-14, 2025). Brussels, Belgium 85 оқушылар дұрыс болмаған жауаптарды айтуы ешқандай қорқынышқа алып келмейді, яғни оқушылар дұрыс емес бағаға тәуелді болмай, мұғаліммен дұрыс қарым-қатынаста болады. Д.Пойаның эвристикалық әдісі бойынша биологиялық есеп шешудің негізгі бағдарындағы қадамдарда жүргізілді. Биология пәніндегі 10-сынып оқушыларына генетикалық есептер берілді. Төмендегідей 4 этаптан өткізіп есеп шешілді: 1. Есептің берілгенін дұрыс түсіну қажет, есеп берілгені: «Гетерозиготалы сұр қоянның аналығы осындай қоянның аталығымен будандастырылды. F1-генотиптері мен фенотиптерін анықтаңыз». 2. Есепті шешу мақсатында жоспарды құру қадамына келетін болсақ есепте не берілген? Шарты бар ма? Нені табу керек? Берілген: Р 󱉳󱉴 Аа х 󱉶󱉷Аа. Есепте көрсетілгендей, А-сұр; а-ақ; Яғни қызыл түсті қоян доминантты болады. Бірінші ұрпақтың фенотипі мен генотипін анықтауымыз қажет? Екінші этапты тың зерттеу үшін оқушылар Мендель зерттеген заңдарын игерген болуы керек, генетикалық символдар (отбасы, аталық, аналық, ұрпақ), гендер, фенотип, генотип, гомозигота, зигота, гамета, гетерозигота, аллель, доминатты, рецессивті. Жоспар: 1. Есеп шартын мұқият оқу; 2. Тұқым қуалайтын белгілерді анықтау; 3. Гендердің аллельдерін белгілеу; 4. Аталық пен аналықтың, ұрпақтарының генотипін білу; 5. Генетикалық формуламен көрсету; 6. Шағылыстыру жағдайында түзілген гамета типтерін белгілеу; 7. Ұрпақтарының типтерін көрсету; 8. Пеннет торын сызу; 9. Аналық гаметаларды сол жағына, аталық гаметаларды жоғарысына жазу. 3. Д. Пойаның генетикалық есептерді шешудегі .лгі бойынша берілген генетикалық / биологиялық есептің шешімін іздеу барысында жоспарға салынып есеп шешілу қажеттігі туындайды. Сондай-ақ, оқушыларға пеннет торымен есептеуді орналастырылуы меңгертіріледі. Биология сабағында генетика (тұқымқуалаушылық пен өзгергіштік) бөліміндеГ. Мендель заңдылықтары игеріліп, есептің шешілуі туралы негізгі мәселелер қарастырылады. Төмендегі пеннет торыда жоспарға салынып шарттары анықталған есепті торға орналастырамыз (Пеннет торы 1.): Пеннет торы 1. F1-генотипі 󱉳󱉴 󱉶󱉷 А а А АА Аа а Аа аа 4. Келесі кезең төртінші кезеңде берілген есептің шешімін зерттеу, жауабын көрсету: Белгілерді ажыратып бөліп қарастыратын болсақ, 1 АА: 2Аа: 1аа Яғни жауабы: F1генотиптеріАА, Аа, аа. Гетерозиготалы 100-50, гомозиготалы 100-50 болып көрініс тапты. Proceedings of the 11th International Scientific Conference 86 ¾ бөлігі сұр түсті, ¼ бөлігі ақ қоян болды. Жоғарыда келтірілген Д. Пойа математигінің көрсеткіштерімен биологиялық есептерді шешуде эвристика әдісі пайдаланылды және 10-сынып оқушыларына «Эвристикалық әдіс арқылы генетикалық есептерді шешу қай дәрежеде түсінікті болды?» атты сауалнама берілді(Сурет 1). 1-сурет - 10-сынып оқушылар арасында жүргізілген сауалнама нәтижесі. Сауалнамаға 25 оқушы қатысты: 18 оқушы-жоғары, 5 оқушы-орташа, 2 оқушытөмен деп белгіледі. Оқушылардың білімін жетілдірудегі ең ыңғайлы инновациялық әдіс екені анық. Сауалнамадағы 18 оқушыға генетикалық есептерді шешуде эвристикалық әдісті толық игерді деп білеміз. 5 оқушы есепті шешуді жартылай меңгерді, ал 2 оқушы сауалнамада төмен деп белгіледі, биологиялық/генетикалық есептерді дұрыс игермеді. Зерттеу жұмысын жүргізу барысында эвристикалық әдісінің конструктивті түріні пайдаланумен бірге байланысты жүзеге асырылды. Кезең-кезеңмен жоспарға салып атқарылатын эвристикалық әдістің бір түрі. Эвристикалық әдістің бұл түрі проблемаларды кезең-кезең бойынша жасау туралы. Ең кішкентай берілген мәліметтерде жеңіс ретінде қарастырылады. Осы сәттен бастап дербес қадамдар қолданылады. Бұл эвристикалық әдістің ең жақсы таңдаулар болады және ең соңында тиімді нәтижеге алып келеді. Қорытынды Сонымен, биологиялық білім берудегі оқытудың эвристикалық әдісі оқушылардың білімін жетілдіруге, қызығушылықтарын жеңіл анықтауға, олар туралы көбірек білуге жұмыс жүргізуге көмек беретін қолданбалы және қызықты оқыту әдісі деп айта аламыз. Бұл эвристикалық оқытудың көптеген артықшылықтары бар, сондай-ақ, биология пәнінің мұғалімі мен оқушылардың табысты болуына және озық тәжірибеге ие болуына маңызды рөлдері бар. Биологиялық білім берудің міндеттерін және пәндегі есептерді шешудегі жүйелі құрылымға сай, жалпы айтқанда жүйелеу нақтылаудың көптүрлілігі туралы ғылым. Эвристикалық әдістің құрылымы кері байланысқа негізделген. Биологиялық білім беруде эвристикалық әдістің ерекшеліктері анықталды. Оқушылардың еріксіз, қыстамай оқытылуы, биологиялық оқытудағы ынтасын дамытуы, зерттеушілік дағдысының қалыптастырылуы және білімнің сапалы болуы эвристикалық әдіс арқылы жетілдіріліп отыруы қажет. жоғары 72% орташа 20% төмен 8% Эвристикалық әдіс арқылы генетикалық есептерді шешу қай дәрежеде түсінікті болды? жоғары орташа төмен «Progress in Science» (November 13-14, 2025). Brussels, Belgium 87 Пайдаланылған әдебиеттер тізімі 1. Грунт Е.В., Беляева Е.А., Лисситса С. Дистанционное оьрозование в условиях пандемии: новые вызовы российскому высшему образованию // ПерсКампективы науки и образования. – 2020. №5(47). –С. 45-58. https://doi.org/10.32744/pse.2020.5.3 2. Джусубалиева Д.М., Мамбетказиев А.Е., Бердибеков А.Б. Дистанционное обучение. –Усть-Каменогорск, 2019. -160с. 3. Horz H. Wissenschaft als ProzeB Grundlagen einer dialektischen Theorie der Wissenschaftsentwicklung. – B.: Akademie – Verk., 1988. – Digitalisiert mit einem aktuellen Vorwort, 2014. – Mode of access http://www.max-stirner-archivleipzig.de/dokumente/hoerzprozess.pdf [Accessed: 26.03.2024.] 4. Beiträge zur Geschichte der Synergetik: Allgemeine Prinzipien der Selbstorganisation in Natur und Gesellschaft / Haken H., Plath P.J., Ebeling W., Romanovsky Y.M. – Wiesbaden: Springer Spektrum, 2016. – XX, 328 5. S. Einfachheit als Wirk-, Erkenntnisund Gestaltungsprinzip / Hrsg. von E. Sommerfeld, H. Hörz, W. Krause. – B.: Trafo, 2010. – 166 S. – (Sitzungsberichte der Leibniz-Sozietät der Wissenschaften; Bd. 125–126). 6. Hörz H.E., Hörz H. Menschenrechte im geopolitischen Kalkül: Philosophischethische Anmerkungen // IWVWW Berichte. – Saarbrücken, 2014. – Jg. 14, N 205. – S. 33–55. 7. Portugali J. Preliminary notes on social synergetics, cognitive maps and environmental recognition // Synergetics and cognition / Ed. by H. Haken, M. Stadler. – B.; Heidelberg; N.Y.: Springer, 2021. – P. 379–392. 8. Olga I. Vaganova, Minin Nizhny Novgorod State Pedagogical University, Russia. Heuristic technologies of training in professional education – 2020. Volume: 20. – C. 509. https://doi.org/10.34069/AI/2020.27.03.55 9. Смринова Н.З., Бережная О.В. Познавательные задачи по биологии и экологии: учебное пособие / Краснояр.гос.пед. ун-т им. В.П. Астафьева. – Красноярск, 2015. – 168 б. 10. Назарова Г.А., Орынбеков Д.Д., Орынбек Н.Д. Студенттерді жаңартылған мазмұндағы биология курсы бойынша биологиялық есептерді эвристикалық әдіспен шығаруға дағдыландыру / «Молодой ученый – 2021» №19(361) 322-326 б. 11. Назарова Г.А., Орынбек Н.Д. Студенттерді биологиялық есептерді шығаруға әдістемелік даярлау / «Ғылым және Білім 2020» атты I халықарылық ғылыми-тәжірибелік конференциясының материалдар жинағы. 162-166 б. 12. Асанов Н.Г., Соловьева А.Р., Ибрагимова Б.Т. Биология. Жалпы білім беретін мектептің 9-сыныбына арналған оқулық / Алматы. Атамұра, 2019. -259б. Proceedings of the 11th International Scientific Conference 88 Philological Sciences LEXICAL-STYLISTIC DEVICES IN THE ENGLISH LANGUAGE AND THEIR EXEMPLARY ANALYSIS Goncha Ahmadova Lecturer at Azerbaijan State Pedagogical University,Sheki Branch Lexical-stylistic devices are among the main elements that express the artistic and aesthetic potential of a language. Through these devices, a speaker or writer can convey thoughts more effectively, vividly, and emotionally. The use of such devices in English, particularly in literature, journalism, and everyday speech, demonstrates the richness and creative capacity of the language. Lexical stylistics examines not only the semantic but also the stylistic layer of language, revealing its functional and aesthetic roles. In this context, the study of lexical-stylistic devices constitutes one of the main directions of linguistics, translation studies, literary criticism, and stylistics. These devices are not only a form of expression but also carriers of culture, and they may be evaluated differently depending on the context. Modern stylistics, by considering the role of these devices in shaping the style of the text, the author’s position, and the emotional atmosphere, allows for a deeper analysis of their function. At the same time, the study of stylistic devices has great methodological significance for language learners, as it helps to expand the expressive possibilities of the language and increase the impact of writing. These devices enable writers and poets to deepen word meanings, thus delivering their intended message more powerfully and emotionally to the reader. Lexical-stylistic devices in English strengthen both the rhythm and the visual and emotional impact of the text. This paper will focus on some of the most commonly used lexical-stylistic devices in English, providing explanations and examples for each. The aim is to help understand how these devices enhance the aesthetic impact of language and influence the reader. 1. Epithet The epithet is an adjective or adjectival expression that enhances the emotional and figurative quality of description. It is one of the most expressive means of the English language. The term epithet comes from Greek, meaning “addition.” Its main purpose is to attach an additional descriptive quality to a word denoting an object or phenomenon, e.g., “The golden silence of the room,” “a cruel winter wind.” The epithet exerts a strong influence on the reader, compelling them to perceive and evaluate objects as the author intends: “destructive charms,” “encouraging smile,”etc. It may derive from both the literal and figurative meanings of words, though in poetic speech, epithets are predominantly figurative. They intensify emotional expression and create vivid imagery in the reader’s imagination. Epithets arise from the interplay of logical, emotive, and figurative meanings and are structurally realized in combinations such as adjective + noun or verb + adverb . They may be metaphoric (foxy fate), metonymic (Cold War), or ironic (the kind hangman). «Progress in Science» (November 13-14, 2025). Brussels, Belgium 89 Epithets are classified as follows: Simple epithets — He looked at them in animal panic. Compound epithets — heart-burning sigh, cloud-shapen giant, curly-headed boy, etc. Phrasal epithets — bestowers of good things. Two-noun epithets joined by of — the shadow of a smile, a devil of a job (Maugham), a devil of a sea (Byron). Epithets may also be divided into language epithets (traditional, fixed) and speech epithets (individual, contextual). Stable, traditional epithets such as true love, dark forest, brave cavalier often appear in ballads and folk songs. 2. Oxymoron An oxymoron is a combination of two semantically contradictory words, usually in the adjective + noun or adverb + adjective model, e.g., low skyscraper, sweet sorrow, pleasantly ugly face, horribly beautiful, a deafening silence. In an epithet, if the adjective’s original meaning weakens, the stylistic effect is lost. However, in an oxymoron, the logical meaning is preserved, as it is not a real combination but rather a juxtaposition of opposites. Example: “It has the poorest millionaires, the littlest great men, the haughtiest beggars, the plainest beauties, the lowest skyscrapers of any town I ever saw.” (O. Henry) When overused, oxymorons may lose their stylistic force and become mere intensifiers. Typical patterns include adjective + noun and adverb + adjective (terribly pleased). Oxymoron often reflects stylistic trends or literary movements that seek new semantic shades through paradoxical combinations. Expressions such as peopled desert, proud humility, alone together, terribly pleased, loose tights, clearly misunderstood exemplify oxymoronic usage. 3. Metaphor The term metaphor denotes the transference of qualities from one object to another. It becomes a stylistic device when two different phenomena are perceived simultaneously, and a feature of one object is attributed to another that naturally lacks it. This transference is based on perceived similarity. Example: “Dear Nature is the kindest mother still.” (Byron) Here, the characteristics of a “kind mother” are ascribed to “Nature,” forming a metaphor through identification rather than comparison. Metaphor not only intensifies description but also expresses the poetic function of language. From a cognitive perspective, metaphors structure human thought and are integral to everyday communication. Common examples include: “Her home was a prison,” “George is a sheep,” “Words are the weapons with which we wound,” “Don’t trouble your little peanut head over the problem.” Types of metaphors: 1. Genuine metaphors – creative and unpredictable. 2. Dead metaphors – conventional, fixed in dictionaries (a ray of hope, floods of tears). Proceedings of the 11th International Scientific Conference 96 Political Studies THE SHANGHAI COOPERATION ORGANIZATION AS A TOOL FOR DEVELOPING SUSTAINABLE TRADE CORRIDORS IN THE SYSTEM OF INTERNATIONAL RELATIONS Bitleuov A.A. PhD student in “International Relations” at the Sorbonne-Kazakhstan Institute of Abai Kazakh National Pedagogical University, Kazakhstan, Almaty Zhumasheva S.S. Candidate of Pedagogical Sciences, Associate Professor, Abai Kazakh National Pedagogical University, Kazakhstan, Almaty Abstract This study examines the role of the SCO as a regional mechanism for developing sustainable trade corridors within the contemporary system of international relations. Employing a comparative and institutional approach, the research focuses on the Central Asian member states Kazakhstan, Uzbekistan, Kyrgyzstan, and Tajikistan as key participants in the SCO’s connectivity and sustainability agenda. The study integrates qualitative analysis of official documents, policy frameworks, and multilateral initiatives with empirical data on trade, infrastructure, and environmental performance. The findings demonstrate that the SCO has transformed from a security-oriented coalition into a multidimensional platform promoting economic integration, ecological modernization, and green logistics across Eurasia. The comparative analysis reveals asymmetries among member states but also a complementary regional pattern, wherein Kazakhstan and Uzbekistan act as infrastructural and policy leaders, while Kyrgyzstan and Tajikistan contribute through transit and energy cooperation. A SWOT assessment highlights the SCO’s strengths in strategic geography, institutional inclusivity, and its expanding sustainability agenda, while also identifying weaknesses such as limited institutionalization and uneven environmental standards. The research concludes that the SCO serves as an emerging model of sustainable regionalism, capable of balancing economic growth, environmental protection, and geopolitical stability. It contributes to both theoretical and practical understanding of how regional organizations can advance sustainable globalization in a multipolar world. Keywords: Shanghai Cooperation Organization; sustainable development; sustainable trade corridors; international relations; Eurasian integration; environmental security; multilateral engagement; Central Asia. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 97 Introduction Research Relevance. In the context of increasing global economic interdependence and the reconfiguration of international trade routes, the Shanghai Cooperation Organization (SCO) has emerged as a significant platform for fostering sustainable trade and connectivity among Eurasian states. The relevance of studying the SCO as an instrument for shaping sustainable trade corridors lies in its growing role in integrating the economies of member countries and enhancing regional stability through economic cooperation (Karami, 2023). The modern world economy faces challenges such as geopolitical tensions, sanctions regimes, and disruptions of global supply chains, which make the diversification of trade routes and the establishment of secure, environmentally sustainable logistics corridors increasingly important (Lukin, 2021; Akmadi, 2021). Furthermore, the SCO’s expanding agenda, which includes sustainable development goals, energy cooperation, and green logistics initiatives, reflects a transition from a primarily security-oriented organization to one that supports long-term economic sustainability (Aris, 2016). This transformation aligns with broader international trends toward regional economic integration and sustainable globalization. As such, analyzing the SCO’s potential in shaping resilient trade corridors contributes not only to understanding regional cooperation in Eurasia but also to the global discourse on sustainable economic governance in a multipolar world (Alimov, 2018). Research aim. The primary aim of this study is to analyze the role of the SCO in developing sustainable trade corridors within the contemporary system of international relations. The research seeks to evaluate how the SCO’s institutional mechanisms, strategic initiatives, and multilateral projects contribute to enhancing connectivity, economic resilience, and environmental sustainability across the Eurasian region. This investigation also aims to determine the extent to which the SCO can serve as a model for regional economic cooperation that aligns with global sustainable development goals. Research question. To achieve this aim, the study addresses the following central research question: How does the Shanghai Cooperation Organization contribute to the development of sustainable trade corridors in the Eurasian region, and what are the implications of this process for the transformation of the global system of international relations? Supporting sub-questions include: What institutional and policy instruments does the SCO employ to promote sustainable trade and logistics? How do SCO initiatives align with global efforts such as the UN SDGs and the Belt and Road Initiative? What challenges and opportunities exist for the SCO in fostering resilient and environmentally responsible trade connectivity among member states? Research significance. The significance of this research lies in its contribution to understanding the evolving nature of regionalism and sustainable economic integration in Eurasia. As the SCO expands its economic and environmental agenda, examining its potential to shape sustainable trade corridors provides valuable insights into new models of cooperative governance beyond Western-centric frameworks. The findings are expected to deepen scholarly comprehension of how regional organizations can facilitate sustainable globalization through institutional innovation, policy harmonization, and ecological accountability. Moreover, this study addresses a research gap by integrating the analysis of trade connectivity with sustainability considerations a perspective that has received limited attention in existing SCO scholarship. Thus, it contributes to both theoretical debates in international relations and practical policymaking aimed at achieving a balanced, environmentally conscious model of regional economic growth. Proceedings of the 11th International Scientific Conference 98 Literature Review In the context of growing global economic interdependence and ongoing disruptions in international supply chains, the SCO has emerged as a crucial actor in shaping sustainable trade corridors across Eurasia. The literature demonstrates that the SCO has evolved beyond its initial security-centric orientation and is now functioning as a platform for economic cooperation, infrastructure development, environmental sustainability, and regional integration (Alimov, 2018; Kembayev, 2018). Alimov (2018) argues that the SCO is playing an increasingly vital role in promoting a unified Eurasian economic space through trade facilitation and transport connectivity. The organization has expanded its agenda to include economic modernization, sustainable infrastructure, and multilateral trade alignment, all of which are fundamental to the creation of resilient and environmentally friendly transport corridors. Kurylev (2021) emphasizes the growing synergy between the SCO and China's Belt and Road Initiative (BRI), especially in infrastructure investment and institutional cooperation. He notes that joint Russian-Chinese efforts, within the framework of SCO mechanisms, have enabled the planning and implementation of multimodal trade routes that traverse Central Asia, linking East and West through secure and sustainable channels. From a geopolitical-institutional perspective, Korobochkina (2025) identifies internal contradictions within the SCO, particularly regarding the uneven capacities of member states to implement sustainable initiatives. However, she highlights the organization's efforts to incorporate environmental governance, green logistics, and energy transition into its operational strategies. These developments represent a shift toward environmental consciousness in regional cooperation. Kembayev (2018) delves into the legal and institutional underpinnings of SCO's role in supporting the Silk Road Economic Belt, asserting that the SCO provides a platform for harmonizing national policies and fostering intergovernmental dialogue on transport and energy infrastructure. He underscores that this integration is necessary to counterbalance external geopolitical pressures and ensure the sovereignty of member states in trade decision-making. Gatev and Diesen (2018) present a comparative analysis of the EAEU and the SCO, noting that both entities contribute to regional integration but through different institutional logics. They argue that the SCO’s flexible, consensus-based model allows it to coordinate diverse initiatives, including the development of “green” transport corridors, albeit at a slower and less formalized pace than the EAEU. Kulintsev (2020) introduces the concept of the “Greater Eurasian Partnership,” positioning the SCO as a key vehicle for implementing this vision through infrastructure interoperability, digital connectivity, and policy synchronization. He stresses the importance of sustainable development discourse in the SCO's declarations and its alignment with global frameworks such as the UN Sustainable Development Goals. Xin and Xin (2021) provide a retrospective analysis of 20 years of SCO economic cooperation. They highlight increased intraregional trade, the implementation of strategic infrastructure projects (such as the China– Kyrgyzstan–Uzbekistan railway), and growing collaboration on ecological initiatives. The authors consider the SCO an incubator for resilient regional partnerships. Dexue (2021) focuses on the institutional achievements and prospects of the SCO in the domain of sustainable trade. He critiques the lack of standardized environmental practices among member states but acknowledges the organization’s growing commitment to low-carbon logistics, cross-border energy cooperation, and sustainable finance. Concrete empirical evidence is provided by Bolgova, Bolgov, and Kurnikova (2024), who evaluate the contribution of SCO-aligned transport corridors under the EAEU framework to sustainable regional development. They stress the strategic importance of Central Asia as a logistics hub and the role of SCO partnerships in boosting energy-efficient transportation. Finally, Azizi (2024) investigates the SCO as a geopolitical and economic actor under China’s BRI strategy. He views the SCO as a complementary institution that supports not only security collaboration but «Progress in Science» (November 13-14, 2025). Brussels, Belgium 99 also energy cooperation, infrastructure finance, and sustainable development integration across Eurasia. In summary, the literature reveals a growing body of scholarship affirming the SCO’s significance in constructing sustainable trade corridors across Eurasia. The organization contributes through institutional coordination, strategic infrastructure development, environmental policy alignment, and regional integration. While several challenges remain particularly concerning environmental governance and policy harmonization the SCO’s evolution offers an alternative model of cooperative globalization that emphasizes sustainability, inclusivity, and resilience. Research Methodology This study adopts a comparative qualitative research design aimed at examining the Shanghai Cooperation Organization’s role in developing sustainable trade corridors across Eurasia, with a particular emphasis on the Central Asian countries Kazakhstan, Uzbekistan, Kyrgyzstan, and Tajikistan. The methodology integrates theoretical, institutional, comparative, and empirical approaches to provide a comprehensive understanding of how the SCO fosters sustainable connectivity, economic integration, and ecological cooperation within its member states. The theoretical and institutional component of the methodology focuses on analyzing the evolution of the SCO’s governance model, tracing its transformation from a security-centered alliance to a multifaceted organization addressing sustainable development goals, trade, and green logistics. This involves the examination of key documents such as SCO charters, strategic programs, summit declarations, and economic cooperation frameworks. The analysis also considers the interaction between the SCO and other international and regional institutions particularly the Belt and Road Initiative, the Eurasian Economic Union and the United Nations Sustainable Development Goals in order to situate the SCO within the broader architecture of global and regional economic governance. A comparative cross-country analysis serves as the central methodological pillar of this research. This approach enables the identification of both similarities and divergences in how Central Asian member states participate in SCO-led projects, implement sustainable trade policies, and align their national development strategies with regional objectives. The selection of Central Asian countries is justified by their geopolitical centrality, shared post-Soviet institutional heritage, and growing importance as a connective hub linking China, Russia, South Asia, and Europe. To structure the comparative analysis, the study employs a comparative framework that outlines four analytical dimensions: - economic integration; - infrastructure connectivity; - environmental sustainability policies; - participation in SCO multilateral projects. This framework operationalizes the main research variables and provides transparency and replicability for subsequent analysis. The framework is summarized in Table 1. Proceedings of the 11th International Scientific Conference 100 Table 1. - Comparative framework for the analysis of Central Asian SCO member states Country Economic Integration Indicators Infrastructure Connectivity Environmental Sustainability Policies Participation in SCO Projects Kazakhstan High trade volume with China and Russia; member of EAEU Key hub for Belt and Road corridors (Western Europe– Western China route) “Green Economy Concept 2050”; strong focus on energy transition Active in SCO transport and logistics working groups Uzbekistan Increasing openness post2016 reforms Development of China–Kyrgyzstan– Uzbekistan railway Focus on green industry and efficient transit Expanding role after rejoining SCO economic initiatives Kyrgyzstan Transit economy; dependent on cross-border trade Central route for China–Kyrgyzstan– Uzbekistan corridor Limited environmental funding; gradual policy alignment Key participant in infrastructure cooperation projects Tajikistan Small, mountainous economy; reliant on remittances Developing road corridors via SCO support Focus on hydropower and sustainable resource use Involved in SCO energy and ecological cooperation Source: Compiled by the author based on SCO official documents, World Bank, and national policy reports The inclusion of this table serves an analytical purpose: it operationalizes the criteria for comparison, clarifies the variables under study, and ensures methodological transparency. It also visually demonstrates the multidimensional nature of sustainable corridor development, integrating economic, infrastructural, environmental, and institutional aspects across Central Asia. Complementing the comparative framework, the research applies case study analysis to specific SCO-related projects that illustrate regional connectivity in practice. These include the China– Kyrgyzstan–Uzbekistan Railway Project, Kazakhstan’s Nurly Zhol Infrastructure Initiative, and the China–Pakistan Economic Corridor. Each case is examined in terms of policy coordination, financing models, and environmental governance, providing concrete empirical insights into how SCO mechanisms are implemented. A content and policy analysis of SCO communiqués, summit declarations, and member-state policy papers is conducted to identify how the concepts of “sustainability,” “resilience,” and “green connectivity” are embedded in the organization’s discourse and translated into action. Reports from the UNESCAP, Asian Development Bank and World Bank are also reviewed to provide additional data on trade flows, infrastructure development, and sustainability metrics. The empirical component of the study integrates economic and statistical data for the period 2010–2024. Key indicators include trade turnover among SCO members, infrastructure investment levels, logistics efficiency, and environmental performance indexes. Data sources include UN Comtrade, the World Bank, and national statistical agencies. This quantitative evidence complements the qualitative findings and strengthens the validity of the conclusions. Analytical tools such as SWOT and PESTEL frameworks are employed to assess internal and external factors influencing the SCO’s ability to advance sustainable trade corridors. Additionally, GIS mapping is used to visualize the geographical distribution of major transport routes and regional hubs, highlighting Central Asia’s pivotal role in the Eurasian transport network. In summary, this mixed- «Progress in Science» (November 13-14, 2025). Brussels, Belgium 101 method comparative methodology provides a comprehensive, transparent, and empirically grounded framework for analyzing the SCO’s contribution to sustainable trade corridors. By combining institutional, comparative, and empirical approaches and by emphasizing the Central Asian context the research not only deepens the understanding of regional cooperation in Eurasia but also contributes to broader debates on sustainable globalization and the transformation of international economic relations. Results and Discussion The comparative analysis examines the Central Asian member states of the SCO and Kazakhstan, Uzbekistan, Kyrgyzstan, and Tajikistan across four main dimensions: economic integration, infrastructure connectivity, environmental sustainability, and participation in SCO mechanisms. The purpose of this comparison is to identify asymmetries, complementarities, and shared challenges in developing sustainable trade corridors across the Eurasian space. To provide a clear comparison of the structural characteristics of each state within the SCO framework, Table 2 presents a synthesized overview of the main indicators related to economic integration, infrastructure, environmental policy, and institutional engagement. Table 2. - Comparative analysis of Central Asian countries within the SCO Indicator Kazakhstan Uzbekistan Kyrgyzstan Tajikistan Economic Integration High integration; key member of EAEU and BRI; strong trade with China and Russia Moderate-to-high; rapid liberalization post-2016; diversification of partners Moderate; dependent on transit trade; member of EAEU Low; small economy reliant on remittances and limited export base Infrastructure Connectivity Advanced; developed transport and logistics network (Western Europe– Western China route) Developing; major projects like China– Kyrgyzstan– Uzbekistan railway Limited but strategic; key transit corridor for SCO trade Weak; mountainous terrain limits connectivity; gradual road modernization Environmental Sustainability “Green Economy Concept 2050”; strong renewable energy policy Green industrialization strategy; cooperation with UNDP, ADB Emerging frameworks; limited institutional capacity Focus on hydropower; constrained by financial resources Participation in SCO Mechanisms Active leader; hosts key SCO summits; initiates integration programs Increasing participation post2017; dynamic diplomacy Stable participation; focuses on customs, logistics, SMEs Selective involvement; emphasizes energy and environmental cooperation Proceedings of the 11th International Scientific Conference 102 As shown in Table 1, the Central Asian region demonstrates differentiated levels of integration and capacity. Kazakhstan and Uzbekistan occupy leadership positions due to their economic strength, institutional engagement, and alignment with the SCO’s development agenda. Kyrgyzstan and Tajikistan, while less developed, play critical supporting roles as transit and energy partners. This variation suggests a complementary regional pattern: larger economies drive the policy and infrastructural framework, while smaller states benefit through connectivity and capacity-building mechanisms. The heterogeneity of these roles enhances the SCO’s flexibility but also underscores the need for policy harmonization and shared sustainability standards. Country-specific SWOT assessment. To deepen the comparison, figure 1 presents a SWOT analysis of each Central Asian country within the SCO framework. This table identifies key internal and external factors that influence each state’s ability to contribute to sustainable trade corridor development. Figure 1. - SWOT Analysis of Central Asian participation in SCO sustainable trade corridors As indicated in Figure 1 each country possesses distinctive structural advantages and vulnerabilities. Kazakhstan’s strengths lie in its strategic location and developed infrastructure, making it the primary logistics hub of the region. Uzbekistan’s rapid economic liberalization and diplomatic activism create new opportunities for corridor diversification and green industrialization. Kyrgyzstan benefits from its transit position but remains constrained by fiscal fragility, while Tajikistan’s hydropower capacity offers niche potential for sustainable energy trade despite geographical limitations. Collectively, these factors reveal a complementary balance between leadership (Kazakhstan, Uzbekistan) and dependency (Kyrgyzstan, Tajikistan) within the SCO’s sustainable connectivity model. To contextualize the national dynamics of Central Asian participation, figure 2 provides a broader SWOT analysis of the SCO as an institutional platform for the development of sustainable trade corridors across Eurasia. This assessment highlights the organization’s structural advantages, internal challenges, strategic prospects, and external risks that collectively shape its potential to act as a driver of sustainable connectivity in the multipolar global order. As shown in Figure 2, the strengths of the SCO derive primarily from its strategic geography and inclusive institutional architecture. The organization connects some of the world’s largest and fastest-growing economies China, India, and Russia with emerging markets in Central and South Asia. This geographical reach allows the SCO to serve as a transcontinental bridge for trade, energy, and digital infrastructure. Furthermore, its multilateral dialogue mechanisms such as the Council of Heads of State, Interbank Consortium, and Business Council create a stable environment for economic coordination, trust-building, and cross-sectoral cooperation. Over the «Progress in Science» (November 13-14, 2025). Brussels, Belgium 103 past decade, the SCO has broadened its focus beyond security, introducing policies on green logistics, environmental management, and sustainable development, reflecting a gradual institutional evolution toward an economic and ecological governance body. However, several weaknesses constrain the organization’s capacity to fully operationalize its goals. Unlike entities such as the European Union or ASEAN, the SCO lacks binding economic instruments and a supranational regulatory authority. Decision-making remains consensus-based, which, while preserving political balance, often slows implementation. Moreover, the heterogeneity of member economies ranging from highly industrialized states like China to developing economies like Kyrgyzstan and Tajikistan creates asymmetries in interests and capacities. Environmental accountability mechanisms remain underdeveloped, and sustainability standards are often declarative rather than enforceable. Figure 2. - SWOT Analysis of the SCO as a Platform for Sustainable Trade Corridors In terms of opportunities, the SCO is well-positioned to align with global sustainability agendas, including the UN Sustainable Development Goals and the Paris Climate Agreement. Its cooperation with complementary initiatives such as the Belt and Road Initiative and the Eurasian Economic Union offers significant potential for policy convergence and project synergy. The growing emphasis on digital trade, green finance, and renewable energy corridors opens pathways for the SCO to redefine its role as a platform for “sustainable connectivity.” Furthermore, the strategic location of Central Asia within the SCO creates the possibility of transforming the region into a sustainable logistics and energy hub, balancing East–West and North–South trade flows. Yet, the SCO also faces several threats that may impede its progress. The most prominent are geopolitical rivalries notably tensions between China and Western powers, and between Russia and the European Union which may fragment cooperation and discourage investment. Additionally, sanctions regimes affecting key member states complicate multilateral trade and banking operations. Environmental risks, including climate change and resource scarcity, also pose long-term challenges to sustainable corridor development. Finally, the risk of institutional Proceedings of the 11th International Scientific Conference 104 stagnation persists if the SCO fails to transition from declarative coordination to practical economic integration and measurable sustainability outcomes. Overall, the SWOT assessment demonstrates that the SCO stands at a strategic crossroads. Its wide geographic scope, inclusive governance, and emerging sustainability agenda constitute significant advantages. However, to consolidate its role as a genuine driver of sustainable trade corridors, the organization must enhance institutional efficiency, develop stronger implementation mechanisms, and establish unified environmental standards. The SCO’s ability to balance geopolitical realities with the imperatives of green growth and regional stability will ultimately determine its success in shaping a resilient and sustainable Eurasian connectivity system. The findings of this study confirm and extend the growing body of scholarship on the evolving role of the Shanghai Cooperation Organization in shaping sustainable trade and connectivity across Eurasia. As demonstrated through the comparative analysis and SWOT assessment, the SCO has gradually transformed from a security-oriented coalition into a complex institutional mechanism promoting economic integration, green logistics, and multilateral policy coordination. This transformation reflects broader patterns of regionalism identified in the literature, particularly those described by Aris (2016) and Alimov (2018), who argue that the SCO embodies a distinct “Eurasian model” of cooperation emphasizing inclusivity, non-alignment, and developmental pragmatism rather than rigid institutionalization. Empirical evidence from the comparative analysis (see Table 2) reveals significant asymmetry among Central Asian member states but also a complementary division of functions. Kazakhstan and Uzbekistan serve as the principal engines of economic modernization and infrastructural leadership, while Kyrgyzstan and Tajikistan contribute primarily through their strategic geographic positions as transit and energy partners. This pattern of differentiated integration echoes the argument of Gatev and Diesen (2018), who describe the SCO’s governance model as flexible and consensus-based, allowing member states with varying capacities to engage at different levels of intensity. In this respect, the SCO differs from more hierarchical regional organizations such as the European Union, yet maintains coherence through its emphasis on mutual benefit and non-interference a dynamic also noted by Kembayev (2018) in his analysis of the organization’s legal foundations. The comparative framework demonstrates that Kazakhstan’s infrastructural connectivity and environmental strategy (“Green Economy Concept 2050”) position it as a regional leader in implementing sustainable trade policies. This supports Alimov’s (2018) view that Kazakhstan plays a central role in bridging the SCO’s economic and environmental agendas. Similarly, Uzbekistan’s post-2016 reforms have increased its openness and allowed it to pursue large-scale infrastructure projects such as the China–Kyrgyzstan–Uzbekistan Railway, aligning with Kurylev’s (2021) argument about the synergy between the SCO and the Belt and Road Initiative. Kyrgyzstan and Tajikistan, while facing institutional and financial constraints, nevertheless illustrate the SCO’s integrative potential: both countries participate in SCO-supported transport and energy cooperation programs, benefitting from policy harmonization and capacity-building efforts. These findings validate Bolgova, Bolgov, and Kurnikova’s (2024) claim that Central Asia’s growing logistical importance is driven by SCO and EAEU coordination, which together underpin sustainable regional transport systems. The cross-country comparison also reveals a gradual diffusion of sustainability norms within the SCO framework. Uzbekistan’s “green industrialization” and Tajikistan’s focus on hydropower development demonstrate the incorporation of environmental considerations into economic planning a trend that corresponds to the “green turn” in regional cooperation identified by Korobochkina (2025). While environmental governance remains uneven, the data suggest increasing alignment with global sustainability frameworks such as the UN Sustainable Development Goals, as highlighted by Kulintsev (2020). The SCO’s discourse on “green «Progress in Science» (November 13-14, 2025). Brussels, Belgium 105 connectivity,” evident in official summit declarations and strategic documents, indicates a growing institutional commitment to ecological modernization and low-carbon development a direction also noted by Dexue (2021) and Azizi (2024) in their analyses of the SCO’s evolving agenda. The SWOT analysis (Figure 2) provides a broader institutional perspective, revealing that the SCO’s key strengths lie in its vast geographic span and inclusive political structure, which enable multilateral coordination across diverse economies. Its institutional architecture encompassing bodies such as the Interbank Consortium and the Business Council facilitates pragmatic cooperation without imposing supranational control. However, the weaknesses identified in the analysis, including the lack of binding mechanisms and divergent national interests, echo the institutional limitations discussed by Kembayev (2018) and Gatev and Diesen (2018). These structural constraints often slow implementation and hinder policy standardization, particularly in the domain of environmental regulation. At the same time, the SWOT framework highlights significant opportunities for the SCO to consolidate its leadership in sustainable Eurasian development. The organization’s growing cooperation with the BRI and EAEU, along with potential partnerships with ASEAN, offers multiple channels for promoting green investment, digital trade, and resilient infrastructure. This aligns with the “Greater Eurasian Partnership” concept advanced by Kulintsev (2020), which envisions institutional interoperability and shared sustainability standards as the foundation of a new regional order. Furthermore, the SCO’s potential to transform Central Asia into a sustainable logistics hub underscores the argument made by Alimov (2018) that the organization’s integrative power rests in its ability to translate geography into economic and ecological interdependence. Nevertheless, the study also corroborates the threats identified by Lukin (2021) and Akmadi (2021), particularly the destabilizing impact of geopolitical rivalries, sanctions regimes, and environmental degradation. These factors limit the SCO’s capacity to function as an independent driver of global sustainable trade governance. The persistence of global polarization for instance, between China and Western states or between Russia and the EU constrains the organization’s strategic autonomy and may inhibit its ability to implement multilateral sustainability initiatives effectively. Moreover, environmental risks, such as climate change and resource depletion, challenge the SCO’s goal of establishing stable, low-carbon corridors across ecologically fragile regions. The discussion thus suggests that the SCO operates as a hybrid model of regionalism, combining pragmatic economic cooperation with an emerging sustainability agenda. The results of this research affirm that the SCO’s institutional flexibility often criticized for its informality is also its greatest asset, enabling adaptive responses to complex geopolitical and environmental conditions. In this sense, the organization functions not as a rigid integration bloc but as a platform for sustainable governance, capable of balancing national sovereignty with collective regional interests. This conclusion reinforces the perspectives of Alimov (2018) and Korobochkina (2025), who view the SCO as an evolving mechanism of cooperative globalization, distinct from Westerncentric paradigms of regional integration. Ultimately, the integration of the SCO’s policy initiatives with global sustainability frameworks positions the organization as a crucial actor in the transition toward a greener and more resilient Eurasian economic system. The convergence of empirical findings and theoretical interpretations in this study contributes to the understanding of how regional institutions can act as intermediary agents between global sustainability objectives and local developmental needs. The SCO’s challenge moving forward is to institutionalize its sustainability discourse through tangible mechanisms standardized environmental metrics, project-based financing, and transparent monitoring that translate its political will into measurable impact. Doing so would allow the SCO to fulfill the potential described by scholars such as Aris (2016) and Alimov (2018): Proceedings of the 11th International Scientific Conference 112 Revit және 3ds Max бағдарламаларын пайдалану арқылы студенттер тек техникалық машықтарды ғана емес, сонымен қатар ақпараттық ортада жұмыс істеу дағдыларын, шығармашылық және кеңістіктік ойлау қабілеттерін жетілдіреді. Бұл бағдарламалар студенттерге күрделі жобаларды сандық ортада нақты, дәл әрі көркем деңгейде жүзеге асыруға мүмкіндік береді. Суретші-сәулетшілер мен дизайнерлер үшін мұндай дайындық ең алдымен кеңістіктік елестету қабілетін, композициялық шешім қабылдау дағдыларын және визуалды коммуникацияны дамытумен тікелей байланысты [3]. Revit пен 3ds Max қолдану дәстүрлі жобалау әдістерін мультимедиялық құралдармен ұштастырады. Бұл бағдарламалар студенттерге күрделі 3D модельдерді жасауға және оларды шынайы ортада көрсетуге мүмкіндік береді; мультимедиялық визуализация арқылы жобаны интерактивті қорғауға жағдай жасайды; бейнелеу және графикалық редакторлармен (CorelDraw, Photoshop, AutoCAD т.б.) бірге қолданылғанда жобалау және шығармашылық мүмкіндіктерін кеңейтеді [4][5]. Мультимедиялық және ақпараттық технологияларды қолданудың артықшылықтары бірнеше қырынан көрінеді. Техникалық тұрғыда — жылдамдық, қолжетімділік, материалды қайта өңдеу және онлайн тарату мүмкіндіктері оқу процесін едәуір жеңілдетеді. Психологиялық тұрғыда — студенттердің қызығушылығын арттырып, бейне мен анимация арқылы ақпаратты қабылдауды жеңілдетеді. Педагогикалық тұрғыда — оқытудағы дербестік, белсенділік пен шығармашылық еркіндікті дамытуға мүмкіндік береді [2,4]. Бұл артықшылықтар сәулет және дизайн саласында Revit пен 3ds Max бағдарламаларын қолдану барысында айқын көрінеді. Мысалы, студенттер өз жобаларын тек 2D сызбалар арқылы ғана емес, үш өлшемді анимациялар, виртуалды турлар және фотореалистік визуализация түрінде көрсете алады. Мұндай тәсіл жобаның мазмұнын терең түсінуге, идеяны нақты және әсерлі жеткізуге жағдай жасайды [6]. Сонымен бірге, бұл тәсіл жобалық ойлауды дамытуға, инженерлік және көркем шешімдерді ұштастыра білуге үйретеді. Revit және 3ds Max бағдарламаларын қолдану дәстүрлі сызба-сызумен шектелмей, заманауи мультимедиялық білім беру технологияларымен өзара тығыз байланысады. Нәтижесінде студенттердің ақпаратты талдау және құрылымдау қабілеті артып, жобалық шешімдерді визуалды түрде нақты әрі кәсіби деңгейде жеткізе алу дағдылары қалыптасады. Сонымен қатар, кәсіби графикалық және бағдарламалық сауаттылық дамып, студенттер жаһандық стандарттарға сай архитектуралық ойлау мен заманауи дизайн тәсілдерін еркін меңгере бастайды. Revit параметрлік моделдеу қағидатына негізделгендіктен, студент жобаны «тірі жүйе» ретінде ұғынуға үйренеді: қабырға биіктігін өзгерткенде есік-терезе, жабын, шатыр сияқты байланысты элементтер бірден қайта есептеледі, ал жоспар, қима, фасад және спецификация деректері өзара көңіл-күйі бір тұтастықта қалады [1,3]. Бұл жүйелік көзқарас композициялық-құрылымдық шешімдердің бір-бірімен байланысын түсіндіреді, тұтас макет пен оның бөліктері арасындағы тәуелділікті параметр арқылы басқаруға үйретеді. 3ds Max дайын модельдің көркем мазмұнын ашады: материалдық кітапханалар, жарық сценарийлері, камера және орта баптаулары арқылы студент рендер сапасын өсіріп, идеяның визуалды әсерін зерттейді; фотореалистік бейнелеу аудиториямен эмоционалды коммуникацияға мүмкіндік береді [4]. Осы екі ортаны бірге қолдану инженерлік логика мен көркем бейнелеуді бір арнаға тоғыстырып, «елестету — модельдеу — визуалдық дәлелдеу» циклін табиғи дағдыға айналдырады [7]. Педагогикалық ракурста бұл интеграция жобалық және зерттеуге негізделген оқытудың тиімділігін еселейді. Студент Revit-та бірнеше нұсқаны жылдам параметрлік вариациялармен тудырып, олардың конструктивтік және жоспарлық артық-кемін салыстырады; 3ds Max-та жарық, фактура, орта сценарийлерін сынап, визуалды критерийлер «Progress in Science» (November 13-14, 2025). Brussels, Belgium 113 бойынша шешім қабылдайды. «Миға шабуыл» сияқты идея генерациялау әдістері қысқа уақытта көп ұсыныс жинауға, кейін оларды рефлексия арқылы сұрыптап, ең ұтымдысын таңдауға мүмкіндік береді; бұл процестерде интерактивті рендерлер мен шұғыл визуалды демонстрациялар ерекше рөл атқарады [5–6]. Нәтижесінде студент тек объект жасамайды — дәлелді презентация мәдениетін қалыптастырады: альбом, беттеу, экспликация, смета, қысқа бейне/анимация, интерактивті тур — бәрі бір жобалық баяндауға жинақталады [3–4]. Ақпараттық қоғам жағдайында коммуникативтік дағды — кәсіби құзыреттіліктің өзегі. Онлайн-көрмелер, бейнесабақтар, веб-портфолио, білім беру платформалары шығармашылық өнімді жедел таратуға, кері байланысты жедел алмасуға мүмкіндік береді. Бұл орта студентке қауіпсіз тәжірибе алаңын ұсынады: ол идеясын үлкен аудиторияға таныстырады, пікірталасқа қатысады, объективті бағалау алады, өз жұмысының сапасын жүйелі жақсартады [2]. Тәулік бойы қолжетімділік, жылдам алмасу, жеке және топтық форматтың еркін ауысуы, бейне-аудио материалмен әсерлі хабарлама құрастыру — мұның бәрі заманауи оқу кеңістігінің табиғи мүмкіндігі. Мультимедианың дидактикалық әлеуеті білім мазмұнын түсінікті әрі әсерлі етуге бағытталған. Түс, графика, дыбыс, қозғалыс, интеракция — күрделі ұғымдарды сезімдік деңгейде ұсынуға көмектеседі; ойындық компоненттер қызығушылықты көтеріп, есте сақтауды күшейтеді; анимациялық түсіндірмелер конструктивтік принциптерді көз алдына әкеледі [2,4]. Сол арқылы Revit-тағы «логикалық модель» 3ds Max-та «көркем дәлелге» айналады, ал студенттің танымдық белсенділігі артады. Дәстүрлі әдіс-тәсілдер мұнда жойылмайды, қайта жаңғырып, мультимедиамен тоғысады: қима мен торап, жоспарда қабылданған шешім — визуалда нақты тексеріледі; композиция теориясы — жарық пен кадр пластикасы арқылы сынақтан өтеді. Техникалық тұрғыдан Revit ↔ 3ds Max деректер алмасуын дұрыс ұйымдастыру — оқу уақытын үнемдеу мен қателерді азайтудың басты шарты. Негізгі арналар — RVT/FBX; күрделі қисық геометрия дәлдігі қажет болса — SAT, ал қосалқы 2D/қоршаған орта элементтері үшін — DWG ыңғайлы [3–4,8]. File Link Manager байланысты «тірі» ұстайды: Revit-тағы түзету 3ds Max сахнасына бір «Reload»-пен өтеді. Экспорт алдында атауларды жүйелеу, лер архитектоникасын логикалық топтастыру, қажетсіз геометрияны тазалау, детализация деңгейін (LOD) ұтымдылау, масштаб пен бірлік жүйесін бірыңғайлау керек. 3ds Max-та Edit Poly, UVW Map, STL Check секілді модификаторлар тор сапасын түзеп, текстуралауды нақтылайды; қажет болса, камера мен жарық ригін кітапханадан қолдану рендер уақытын оңтайландырады [4,8]. Бұл pipeline студентті кәсіби өндірістік процестің қысқартылған моделіне жақындатып, «жобалау — келісу — визуалдау — қорғау» тізбегін тұтас меңгеруге жағдай жасайды. Оқыту мазмұны жағынан Revit инженерлік-конструктивтік пәндермен табиғи интеграция құрады: жүктеме логикасы, қабаттық жоспар, торап, спецификация, ведомость — бәрі параметрмен байланысады; ал 3ds Max композиция, жарықтандыру теориясы, түстану және графикалық дизайнмен тығыз үйлеседі. Осы пәнаралық синтез студентті «бір бағдарламаны білуші» деңгейінен «кешенді ойлайтын жас маман» деңгейіне көтереді [6,7]. Авторлық құқыққа құрмет, академиялық адалдық, дереккөзбен жұмыс мәдениеті сияқты цифрлық этика ережелерін параллель үйрету — міндетті. Қазақстандағы цифрландыру, BIM-ді дамыту және оқу жоспарларын жаңарту бағыттары бұл интеграцияны институционалдық деңгейде қолдап отыр [6]. Кітапханалардың цифрлануы, кәсіби қауымдастық сайттары, ашық ресурстар студент пен оқытушыға үздіксіз даму мүмкіндігін ұсынады. Тақырыптық платформалар желілік кері байланыс жылдамдығын арттырып, шығармашылық қауыммен тікелей диалог орнатады; нәтижесінде студент өз идеясын көпшілік алдында қорғауға, кәсіби тілде дәлелдеуге, визуалды коммуникацияны шебер қолдануға дағдыланады [2]. Бұл орта жеке және топтық жұмыс форматтарын еркін Proceedings of the 11th International Scientific Conference 114 алмастырып, түрлі темперамент пен коммуникативтік ерекшелігі бар студенттің барлығына бірдей мүмкіндік береді. Әдістемелік тұрғыдан алғанда, Revit пен 3ds Max-ты енгізу — «құрал үйрету» ғана емес, ойлау форматын өзгерту. Біріншіден, жүйелік көзқарас нығаяды: тұтас макет пен оның бөліктерін параметр арқылы басқару, ақпаратты құрылымдау, шешім салдарын жылдам көру [1]. Екіншіден, көрнекілік пен мультимедиа күшейеді: күрделі конструктивтік ұғымдар сезімдік арналармен ұсынылады, қабылдау жеңілдейді [2,4]. Үшіншіден, пәнаралық синтез орнығады: инженерлік есеп, композиция, графикалық дизайн бір сценарийде тоғысады [6– 7]. Төртіншіден, коммуникация мәдениеті қалыптасады: жоба альбомын беттеу, экспликация мен спецификацияны сауатты рәсімдеу, қысқа бейне арқылы аргументация құру, желілік этиканы сақтау — кәсіби бейімделудің өзегі. Жалпы алғанда, Revit пен 3ds Max-ты бірізді pipeline-ға біріктіру сәулет студентінің кеңістіктік ойлауын, көркем қиялын және кәсіби коммуникациясын кешенді дамытатын қуатты дидактикалық орта жасайды. Жобалық, зерттеушілік, проблемалық және пәнаралық әдістермен ұштаса отырып, бұл бағдарламалар білім алушыны қазіргі ақпараттық қоғамдағы кәсіби қызметке даярлаудың тиімді құралына айналады. Дәстүрлі қағаздық графика мұнда жойылмайды — сандық ортада жаңа деңгейде «сөйлейді»: қима мен торап, жоспар мен фасад визуалда дәлелге айналып, шығармашылық идея инженерлік логикамен тең дәрежеде негізделеді. Осылайша цифрлық технологиялар көркем-педагогикалық білім берудің мазмұнын байытып, оқыту сапасын арттырып, студенттің кәсіби әлеуетін толық ашуға мүмкіндік береді [1–8,9–14]. Қорыта келгенде, Revit пен 3ds Max-ты бірізді оқу-практикалық pipeline ретінде қолдану сәулет және дизайн біліміндегі дәстүрлі әдістерді заманауи цифрлық ортаға тиімді көшіреді: Revit параметрлік модельдеу арқылы жүйелік ойлауды, жобаның тұтастығын және деректердің өзара тәуелділігін қалыптастырса, 3ds Max визуализация арқылы көркем қиялды, композицияны және коммуникацияны күшейтеді; екі ортада жобалық, зерттеушілік және пәнаралық тәсілдердің ұштасуы студенттің кеңістіктік ойлауын, шығармашылық шешім қабылдауын және дәлелді презентация дағдыларын кешенді дамытады; техникалық тұрғыдан дұрыс экспорт–импорт (RVT/FBX/SAT/DWG), логикалық атаулар мен LOD, File Link Manager-ді жүйелі пайдалану оқу уақытын үнемдеп, қателерді азайтады; мультимедиалық құралдар қабылдауды жеңілдетіп, есте сақтауды арттырып, мотивацияны көтереді, ал онлайн-платформалар кәсіби қоғамдастықпен кері байланысты жеделдетеді; осылайша студент тек «бағдарлама білетін» емес, кешенді ойлайтын, цифрлық сауаты жоғары, визуалды дәлелдеуі мықты жас маман ретінде қалыптасады; іске асыру үшін оқу жоспарын Revit (BIM логикасы), 3ds Max (визуализация), Revit→3ds Max pipeline модулі және портфолио/презентация блоктарымен құрып, тапсырмаларды параметрлік нұсқалар сериясы мен жарық/материал сценарийлеріне негіздеп, қорытындыда анимация немесе виртуалды тур жасауды талап етіп, кафедралық техникалық стандартты (файл атауы, қабат/категория, LOD, масштаб/бірлік жүйесі, кітапхана құрылымы) бекітіп, бағалауды модель сапасы (BIM-логика), визуал сапасы (материал–жарық), аргументация (презентация) және пәнаралық дәлелмен жүргізіп, LMS/порталда аралық рендерлер мен рефлексияны жүйелі жүктеу және топтық кері байланыс циклін енгізу ұсынылады; қысқасы, бұл әдістеме Revit пен 3ds Max-ты жай оқыту құралы емес, шығармашылықты күшейтетін дидактикалық орта ретінде пайдалануға мүмкіндік береді және студентті заманауи еңбек нарығына даярлаудың ең тиімді жолы болып табылады. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 115 Пайдаланылған әдебиеттер 1. Берталанфи Л. Общая теория систем. М.: Прогресс, 1969. 2. Браун Т. Дизайн-мышление. М.: Манн, Иванов и Фербер, 2018. 3. Autodesk Revit Official Documentation, 2024. 4. Autodesk 3ds Max User Guide, 2024. 5. Байжанова Ж. Б. Методы проектирования в графическом дизайне. Алматы, 2025. 6. Ы. Алтынсарин атындағы Ұлттық білім академиясы. Әдістемелік ұсынымдар, 2024. 7. Oxman R. Digital architecture as a challenge for design pedagogy. Design Studies, 2008. 8. Autodesk Revit Architecture и Autodesk 3ds Max: совместное использование — CAD.kz, 2024. 9. Құдайқұлов М. А. Дидактические проблемы формирования основ профессиональных дидактических умений у будущего учителя. Дисс., Алматы, 1975. 10. Кузнецов Э. И. Общеобразовательные и профессионально-прикладные аспекты изучения Ии ИП… Автореф. докт. пед. наук. М., 1990. 11. Ершов А. П. Школьная информатика в СССР. От грамотности к культуре. Информатика и образование, 1987, №6. 12. Кузнецов А. А. Развитие методической системы обучения информатике в средней школе. М.: МГУ, 1988. 13. Халықова К. З. Оқушылар компьютерлер негізінде оқытудағы педагогикалық мүмкіндіктері. Дисс., Алматы: ҚазППИ, 1996. 14. Свяжин О. С. Педагогические возможности использования ЭВМ в обучении математике: методические нұсқаулар. Алматы: ҚазПТИ, 1992. Proceedings of the 11th International Scientific Conference 116 Psychological Sciences THE USE OF MINDFULNESS IN THE WORK OF A PSYCHOLOGIST WITH ADOLESCENTS Gulnara Hasanova Associate Professor of the Department of Psychology, Baku Slavic University, Baku, Azerbaijan, Orcid: 0000-0002-9344-1352 Annotation: The paper presents modern research confirming the effectiveness of mindfulness therapy, which reduces the degree of anxiety, aggression and increases the level of psychological well–being of adolescents. The article presents the main techniques used by psychologists: conscious breathing, body scanning, visualization, working with emotions and exercises to develop empathy. Special attention is paid to the peculiarities of adapting these practices to the age and cognitive characteristics of adolescents, integrating mindfulness techniques and cognitive behavioral therapy. Keywords: mindfulness, mindfulness, teenagers, stress, anxiety, training, emotions. The life of a modern teenager takes place in conditions of high information load, social pressure and emotional instability. The period of accelerated development of digital technologies, increasing competition in the educational environment and changing family values (6) lead to an increase in the level of anxiety, stress states and disorders manifested in the emotional and volitional sphere. In this regard, psychologists are faced with the task of finding the most effective methods that can help adolescents cope with inner feelings and regulate emotional reactions. Among the diverse methods that we use in our professional activities: the use of schema therapy, the study of coping strategies of adolescents (7), metaphorical associative maps (8), etc., In our opinion, the practice of conscious presence is very effective – mindfulness, which is aimed at developing the ability to focus attention on the present moment without evaluative judgments. Today, the mindfulness technique has received scientific justification and is actively used in clinical, educational and counseling psychology. It should be noted that in adolescence, mechanisms of self-regulation, self-identity and emotional maturity are formed, which makes this practice especially valuable, as it helps adolescents to better understand their feelings, develop empathy, reduce anxiety and aggression, as well as improve concentration and academic performance. Mindfulness has become widespread both abroad and in our Republic. The use of mindfulness in working with teenagers is at the stage of active development. It is becoming relevant to study the possibilities of adapting these techniques to the cultural and age characteristics of Azerbaijani adolescents, as well as the development of effective psychological support programs with elements of awareness. Defining the purpose of this article, we proceeded from the fact how important this technique is from the point of view of practical possibilities of applying the mindfulness approach in the work of a psychologist working with adolescents, as well as identifying its potential in increasing the level of psychological well-being and emotional stability of this age group. Considering the theory of the issue, the possibilities of using the mindfulness method and its significance in adolescence, it is important to focus on the following aspects. The term mindfulness itself translates as "awareness", "presence in the present moment". From a scientific point of view, mindfulness is considered as a state of active attention to current experiences — «Progress in Science» (November 13-14, 2025). Brussels, Belgium 117 bodily sensations, thoughts and emotions, which is reflected in the works of American Professor John Kabat-Zinn (9), who is the founder of the modern scientific approach to mindfulness and the developer of the Mindfulness-Based Stress Reduction program, which is aimed at reducing stress levels. stress and the development of emotional stability. It is quite important and promising for us to introduce mindfulness elements into educational programs (1, 2, 13), which will be an excellent tool for reducing depression and anxiety in adolescents, increasing the level of emotional intelligence, which in turn will affect the level of academic success and will become the key to educational motivation. No less interesting studies have been conducted by other authors: D. J. Siegel (10), V. Sidyacheva (11), V.G. Umnyashkin (12), T. G. Fomina (5). In the works, the effectiveness of implementing programs for the prevention of stress and depression in adolescents has been experimentally proven, and mindfulness is presented as a component of psychological well-being and self-regulation. Another study conducted by Davidson (4) shows that mindfulness practice activates neural mechanisms responsible for self-regulation, attention, and empathy. Therefore, regular mindfulness exercises contribute to the formation of emotional control skills, improve memory and concentration. In the psychological context, mindfulness can be considered as a component of metacognition — awareness of one's own mental processes. For teenagers who are at the stage of identity formation, the development of awareness helps them to better understand themselves, their needs and motives for behavior. I would like to focus on the main aspects related to the practical application of mindfulness techniques in the work of a psychologist with adolescents. It should be noted that the application of this approach in the work of a psychologist involves the integrated use of methods aimed at developing adolescents' skills of self-regulation, concentration and emotional stability. Informed practices can be applied in both individual and group work, in counseling, training programs, preventive and educational projects. Mindfulness is based on the basic principles, which include: gradualness — from short exercises to longer practices, play form — the use of metaphors, visual and physical elements to involve participants, lack of appreciation — the formation of adolescents' ability to accept their own emotions without judgment, regularity — the inclusion of conscious pauses and short practices in the structure of classes or school day. Now let's focus on the question of the form in which this practice can be applied. It should be noted that in individual counseling, we use short mindfulness practices at the beginning or end of the meeting, and discuss internal states through self-observation techniques. This practice works great when conducting group classes (exercises: "Cloud of emotions", "Conscious listening", "Pulse of the team") and emotional regulation trainings. Here is an example of mindfulness practice for teenagers who often show aggression.:  Stop and take 3 deep breaths.  Notice where tension is felt in the body.  Name an emotion about yourself: "I'm angry."  Ask yourself: "What will help me not to make things worse now?"  Make a decision (for example, to step back, drink water, breathe). In our professional activities, we use mindfulness techniques that have proven themselves well and have had a positive dynamic in working with teenagers: Proceedings of the 11th International Scientific Conference 118 Fig. 1. Mindfulness techniques Good results were obtained when conducting preventive programs in schools, including 10-minute practices in the lesson schedule or extracurricular activities, and teaching teachers and school psychologists the elements of mindfulness. The results obtained by using mindfulness practices in working with adolescents have shown that: anxiety and irritability levels decrease, self-regulation and stress tolerance skills develop, concentration improves, educational motivation increases, interpersonal relationships and empathy strengthen, and the overall level of psychological well-being increases The integration of mindfulness techniques and cognitive behavioral therapy is very effective, especially in the context of working with adolescents. The integration of mindfulness techniques and cognitive behavioral therapy (CBT) is one of the most effective areas of modern psychological practice. Both approaches are based on developing awareness and a person's ability to observe their thoughts and emotions without evaluation. Mindfulness helps teenagers learn to notice their own experiences in the moment, while CBT allows them to rethink destructive attitudes and form more adaptive behaviors. This combination of methods is especially effective when working with adolescents who have difficulty controlling emotions, impulsivity, or increased anxiety. Mindfulness practices help strengthen self-regulation skills, reduce internal tension, and increase stress tolerance. The elements of cognitive behavioral therapy, in turn, help to structure the process of self-discovery • Example of an exercise: a teenager concentrates on inhaling and exhaling, monitoring how the air passes through the body. • Psychological effect: calming, increased self-control, development of concentration skills. Mindful breathing is a technique aimed at reducing anxiety and concentration. • Goal: to develop the ability to sense your body signals and notice tension in time. • Effect: relieving muscle and emotional tension, increasing awareness. Body scanning is the practice of taking turns being aware of different parts of the body, from the toes to the top of the head. • The teenager is asked to imagine that his thoughts are clouds that float across the sky. He watches them without evaluating or getting involved. • Effect : formation of the observer's meta-position, reduction of impulsivity and anxiety. Conscious observation of thoughts • Teenagers list what they see, hear, feel, taste and smell at the moment. • Effect: developing the skill of focusing on the present moment, reducing internal tension. The Five Senses Practice • Elements of yoga, stretching, or smooth movements to music, accompanied by attention to body sensations. • Effect: improved coordination, reduced stress, development of body awareness. Conscious movement «Progress in Science» (November 13-14, 2025). Brussels, Belgium 119 and consolidate new ways of responding. When applied together, both approaches enhance each other's effect, providing a holistic effect on the emotional and cognitive sphere of the individual. In adolescence, when self-esteem and a value system are being formed, this is especially important. Experience shows that the combined use of mindfulness and CBT promotes the development of emotional intelligence and constructive forms of communication. Thus, the integration of these approaches is a promising direction in the system of psychological support for adolescents. Fig.2. Integration of mindfulness techniques and cognitive behavioral therapy I would like to focus on a real case and show the use of mindfulness techniques in working with an aggressive teenager. Teenager, 12 years old, often shows outbursts of aggression: He quarrels with classmates, is rude to teachers, and may resort to physical actions. When talking with teachers and parents, there is increased irritability, difficulty controlling emotions, a sense of injustice and inner tension. Our goal was to reduce the level of aggression and develop emotional self-regulation skills using mindfulness techniques. The following stages were included in the program of work with a teenager: The first stage: An explanation of what mindfulness is ("the ability to notice what is happening to you here and now"). Analysis of the connection of emotions, body and thoughts. Demonstration of a simple practice: “3 deep breaths" — focus on inhaling and exhaling. Diaries and notes Mindfulness: keeping a diary of mindfulness, recording feelings and emotions. CBT: a diary of thoughts and emotions, identifying dysfunctional beliefs. Similarity: systematic observation and fixation of experience for awareness of patterns. Working with bodily sensations Mindfulness: body scanning, awareness of tension. CBT: the connection of emotions with bodily manifestations, relaxation to manage anxiety. Similarity: attention to the body as an indicator of emotional state. Mindful breathing / pause before Mindfulness action: breathing to focus on the present moment. CBT: a pause to analyze the situation and choose rational behavior. Similarities: control over impulsive reactions, development of conscious choice. Observation of thoughts Mindfulness: noticing a thought and letting it go. CBT: notice thought → analyze rationality → correct. Similarity: both require conscious attention to thoughts, form a "meta-position". Proceedings of the 11th International Scientific Conference 120 The next stage: working with body awareness: the "Body Scan" exercise (a remark where tension is felt in the body when angry). Keeping a "body diary" — a teenager notes where he feels anger when it appears. As a result, a connection is formed between emotion and physical condition, and self-understanding grows. The next stage is associated with the development of breathing techniques (for example, "square breathing" — inhale 4 counts, hold, exhale, pause), the use of short "mindfulness pauses" before a conflict, the practice of "Stop reaction": notice, name an emotion, inhale, choose an action. At this stage, it is important to form an automatism of self-regulation. The stage of reflection and consolidation is devoted to a joint analysis of situations where anger has been managed, a discussion of how well-being has changed, and classroom relationships. At this stage, we use visual anchors (for example, a bracelet or a pattern that resembles "stop and breathe"), the "Three good moments of the Day" exercise, which promotes the development of positive perception. At the final stage, the aggression is re-diagnosed, the results are discussed together, the dynamics are assessed, and the techniques are planned for independent use. Thus, the use of mindfulness techniques in working with adolescents is a promising area of psychological practice that contributes to the formation of emotional stability, self-regulation and improving the quality of the educational process. The integration of these methods into the system of psychological support of educational institutions opens up new opportunities for the harmonious personal development of students. References: 1. Biegel G. M. The Stress Reduction Workbook for Teens: Mindfulness Skills to Help You Deal with Stress. Oakland: New Harbinger Publications, 2013. 2. Burke C. A. Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field // Journal of Child and Family Studies, 2015, Vol. 24, р.2045–2056. 3. Dyakov D.G. Mindfulness practices in the development of the cognitive sphere: assessment of the short-term effectiveness of the Mindfulness-Based Cognitive Therapy program // Counseling Psychology and Psychotherapy, 2019, vol. 27, No. 1, pp. 30-47. 4. Davidson R. J., McEwen B. S. Social influences on neuroplasticity: Stress and interventions to promote well-being // Nature Neuroscience. — 2012. Vol. 15, р. 689–695. 5. Fomina T. G., Filippova E. V. Conscious self—regulation and school involvement as resources of adolescent exam success // Russian Psychological Journal, 2022, № 3. - pp. 45-58. 6. Hasanova G. A. Consideration of the influence of family upbringing style on the development of aggressive behavior in adolescents in the context of psychocorrective and psychoprophylactic work of a psychologist //Human Psychology in education, 2022, 4 (1), 112-120, https://www.doi.org/10.33910/2686-9527-2022-4-1-112-120 7. Hasanova G. A. The application of the Lazarus model in the study of coping strategies of adolescents // Publisher.agency: Proceedings of the 11th International Scientific Conference «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands, 2025, 266-270 https://ojs.publisher.agency/index.php/ERM/article/view/7062 8. Hasanova G. A., Aghayev A. The use of emotion cards and positive psychology techniques in organizing psycho-correctional work// European Journal of Humanities and Social Sciences, № 1, 2024, 34-45 р. https://doi.org/10.29013/EJHSS-24-1-34-45 9. Kabat-Zinn J. Full Catastrophe Living: Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness. New York: Dell Publishing, 1990. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 121 10. Siegel D. J. The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. New York: W. W. Norton & Company, 2010. 11. Sidyacheva V. Mindfulness practices as a predictor of psychosomatic health of a personality (review of foreign experience) / V. Sidyacheva, L.E. Zotova // Personality education. 2020. No. 1-2. pp. 98-106. 12. Umnyashkin V.G. Mindfulness as a complex psychological phenomenon // Reflexio, 2022, 15(2), pp. 17-30. 13. Zoogman S., Goldberg S., Hoyt W., Miller L. Mindfulness interventions with youth: A metaanalysis // Mindfulness. 2019. Vol. 10(2), р. 290–302. Proceedings of the 11th International Scientific Conference 128 The role of digital technologies in teaching organic chemistry 3D molecular modeling programs - ChemDraw, Avogadro, Jmol and other programs allow you to visualize the structure of molecules in 3D. Virtual laboratories - Platforms such as PhET and Labster provide safe and interactive experiments. Digital whiteboards and interactive presentations - Lessons become more dynamic through Google Classroom, Microsoft Teams and Mentimeter. Program Description ChemDraw Visualization of molecular structures and design of reactions Avogadro 3D modeling and visual analysis of molecules Jmol Displaying interactive molecular models ChemSketch Visualization of chemical equations and molecules The application of digital technologies in the teaching of organic chemistry - along with its advantages such as high-level visualization of topics, increased student activity and motivation, resource and time savings, expansion of practical opportunities, and development of creative and critical thinking - creates existing difficulties such as the sometimes insufficient technical support in educational institutions, the variable level of digital skills of teachers, internet addiction, and digital overload. The result The application of modern pedagogical approaches strengthens students' theoretical and practical knowledge, increases critical thinking and creativity. As a result of the application of digital and interactive technologies, student activity and interest in the lesson have increased. Visual and interactive materials ensure better mastering of topics and develop students' analytical thinking skills. Digital and interactive technologies increase the quality of teaching organic chemistry, lead to a clearer explanation of difficult topics and increased student activity. The widespread application of these technologies remains one of the main directions of future chemistry teaching. Literature 1. Biggs, J. Teaching for Quality Learning in Higher Education. 2. Herron, J. The Chemistry Classroom. 3. Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. (2018). *Chemistry: The Central Science*. 14th Edition. Pearson. 4. Eilks, I., & Hofstein, A. (2011). Teaching Chemistry – A Studybook. Sense Publishers. 5. De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). *Physical and Virtual Laboratories in Science and Engineering Education*. Science, 340(6130), 305–308. 6. PhET Interactive Simulations. University of Colorado Boulder. https://phet. colorado.edu 7. Labster Virtual Lab Simulations. https://www.labster.com 8. National Research Council. Discipline-Based Education Research. 9. Özdemir, O. Problem-Based Learning in Organic Chemistry. 10. Taber, K. Chemical Misconceptions. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 129 Culturology The Singapore Experience for Kazakhstani Museums: New Ideas for Visitor Engagement Kubasheva Elena Honored Worker of Culture, D.A. Kunaev Museum, SCGE "Almaty Museums Union" Modern society is experiencing an acute need for museums and highly qualified specialists capable of preserving and transmitting cultural heritage. In response to this challenge, the Almaty city administration decided in 2023 to send staff from the Almaty Museums Union to study at leading scientific centers around the world. As part of this initiative, in 2023, 10 employees from the Almaty Museums Union underwent professional development at the National Heritage Centre in Paris, France. Notably, the Union comprises nine museums, including the D.A. Kunaev Museum. Thanks to this initiative, I, as the head of the D.A. Kunaev Museum, had the honor of being part of the team that underwent professional development at the Singapore Science Centre. I am pleased to share my experiences and impressions from this trip. In October 2024, 10 employees of the Almaty Museums Union underwent professional development at the Singapore Science Centre based on a cooperation agreement signed between the Centre's General Manager, Andrew Tan, and the Director of the Almaty Museums Union, Lyazzat Saginidikova. Singapore is a unique city-state with a developed creative industry and high technology, making it a model for study and knowledge exchange. Our training took place at the Singapore Science Centre, where the center's staff enthusiastically shared their projects and expertise. We were impressed by their willingness to discuss their work with respect and pride for their country's achievements. We received not only theoretical knowledge but also practical skills that we can apply in the museums of Kazakhstan. Cultural scholar Kenneth Hudson asserts that ideal centers are those that simultaneously satisfy the interests of scholars and maintain the attention of the general visitor to the entire exhibition. In this regard, the Singapore Science Centre stands out due to the systematic nature of its work, time-tested approaches, and its integration of cutting-edge technologies that are continually improved. A special focus in Singapore is on educational programs for school-age children. They actively participate in events such as competitions, festivals, scientific quests, and laboratories. The Science Centre is divided into thematic zones dedicated to various aspects of natural science, such as natural phenomena, energy, ecology, and more. For example, the "Energy Titans" zone immerses children in the world of electricity, with hands-on experiments and interactive demonstrations helping them understand the process of electrical transmission. Here, children can observe a staff member explaining how electricity flows to an incandescent lamp, demonstrating basic physics principles. This approach fosters a love of learning and encourages a responsible attitude toward resources. We observed genuine excitement in children and their interest in the activities, as well as lively dialogue with the guide in a question-and-answer format, which made the educational process more engaging. This experience inspired us to implement similar programs in our Proceedings of the 11th International Scientific Conference 130 museums to also engage young visitors and spark their interest in knowledge and science. In one section dedicated to children at the Science Centre, there is a program about food culture that fosters independence and household skills. Children learn how to select and purchase food, weigh, pay for, and even prepare meals. This method helps them appreciate the value of saving and taking care of household chores. The interaction with children is structured in such a way as to instill respect for the environment from an early age. For example, during activities at the center or museum, children are asked to sit on the floor, symbolizing closeness to the earth and promoting cleanliness. In Singapore, cleanliness is not just a rule, it is a habit ingrained from childhood. Children understand that the floor must remain clean wherever they are, so these methods are effective. The government has installed over a thousand trash bins to support the culture of cleanliness. From the moment of arrival, Singapore leaves an impression: advanced multimedia technologies are installed everywhere, and staff greet guests with smiles and attentiveness, creating a comfortable atmosphere for tourists. One of the key tasks of a museum is to attract visitors and engage with them, providing an enjoyable experience. In Singapore, every exhibition is designed not only to inform but also to involve guests. For example, the space dedicated to space exploration allows visitors to experience the starry sky through special VR glasses "Night Vision", "travel" aboard a spacecraft, observe the crew's activities, and even watch satellites and planets. This ignites children's interest in space and science, potentially inspiring them when choosing a future career. In such engaging programs, every child can discover something new about the world and their own country. Similar interactive approaches could be implemented in our museums, for example, by creating museums dedicated to the history of heroes, judges, and genealogies. This would give children an opportunity to learn more about their roots and familiarize themselves with the culture of their ancestors, forming a holistic understanding of their heritage. A museum dedicated to the hero could feature interactive exhibits where children could assemble elements of armor or parts of horse gear, as horsemanship and the cosmos are symbolically intertwined for the Kazakh people. Our ancestors navigated by celestial bodies and other natural landmarks. In Singapore, much attention is paid to attracting children to museums and science centers through playful methods, which inspires us to develop similar programs. As museum specialists, we learned about numerous Singaporean projects based on modern technologies such as holograms, 3D models, multimedia installations, and more. This is particularly relevant for the younger generation, who are easily engaged through innovative technologies. For example, with the help of computer graphics and special devices, exhibits can be "brought to life" and augmented, creating unique and thought-provoking experiences for visitors. Visitors could feel as though they are holding the famous cane of Dinmukhamed Ahmedovich Kunaev, a symbol of support and family well-being, engraved with the initials of his wife Zukhra Sharipovna. Or imagine a photo where Dinmukhamed Ahmedovich and Zukhra Sharipovna are holding hands—through augmented reality, visitors could find themselves "next to them" and take photos and videos as a memento. Such interactive elements make exhibits more memorable. For example, classic telephones could be introduced, with voices of famous figures speaking from the receiver. When a visitor picks up the receiver, they could hear words from Dinmukhamed Ahmedovich himself or even his blessing, which is especially poignant, as the elders' blessings (bata) have always been highly valued in Kazakh culture. We are also developing custom tours based on quotes and sayings of great individuals, particularly Dimash Akhmedovich Kunaev. For example, if the word "labor" is mentioned, a quote about labor will appear on the screen. Interactive panels could be created where visitors select words or assemble them from magnetic figures, and then see the corresponding quote light up. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 131 As an example, one of the panels could feature quotes from Dimash Akhmedovich Kunaev himself, which would add depth and personal significance to the visitors' experience. The implementation of interactive panels and tasks, such as using lasers or styluses, can attract attention to history and culture. For instance, children could assemble the names of cities established under the leadership of D.K. Kunaev or learn about minerals and architecture. This approach helps not only to memorize information but also stimulates interest in careers like architecture and engineering. In conclusion, the inspiring experience of training at the Singapore Science Centre demonstrates that innovative museum methods can not only captivate children and adults but also change their attitudes toward culture, ecology, and scientific knowledge. Approaches focused on interaction, practice, and personal experience allow us to cultivate an interest in science and history, form values of responsible environmental stewardship, and possibly even shape life paths. These principles could serve as a guideline for museums in Almaty and throughout Kazakhstan, which aim to create new forms of communication with visitors and develop the cultural space of the country. The implementation of such educational and interactive programs can not only increase interest in museums but also transform them into centers of upbringing and enlightenment for future generations. We express our sincere gratitude to everyone who contributed to our training and introduction to the advanced practices of the Singapore Science Centre. Special thanks to Professor Lim Tit Meng for the warm welcome and detailed introduction to the center's history and its organizational structure. We also thank Ms. Veronica Heng for the fascinating tour and introduction to the exhibition halls. Our thanks go to Ms. Charissa Lin and Dr. Lee Song Chun for presenting the center's activities, including contests and science festivals, and to Ms. Ann Dhanaray for valuable materials on educational programs. We are also grateful to Mr. Eugene Wambik for an overview of the exhibition projects and Mr. Harith for the detailed introduction to the exhibits and the demonstration of science shows. A special thank you to Mr. Andrew Tan for presenting the center's commercial opportunities and to Manager Fendi Ngo. Your support and expertise will help us implement new ideas and approaches in the work of Almaty museums. In conclusion, I would like to express my gratitude to the Almaty City Akimat for understanding the importance of continuous education for cultural sector employees to help them fully realize their potential. I would also like to thank the leadership of the Almaty Museums Union, represented by Lyazzat Kudaibergenovna Sagindikova, for providing the opportunity to enhance my knowledge and gain new experience. Proceedings of the 11th International Scientific Conference 132 Technical Sciences UDC 004.8:336.71 GENERATIVE AI FOR FINTECH: INTELLIGENT MODELS FOR FINANCIAL INNOVATION Akhmetov R. R. Kazakh-British Technical University, Almaty, Kazakhstan Scientific supervisor: Kuatbayeva A. A. Abstract. Generative Artificial Intelligence (GenAI) is reshaping the financial technology (FinTech) sector by enabling intelligent models for innovation in banking, insurance, and investment. This paper presents a framework that applies generative models including Generative Adversarial Networks (GANs) and Large Language Models (LLMs) to enhance fraud detection, risk management, customer personalization, and automated compliance reporting. The study demonstrates how synthetic data generation and intelligent automation can improve decision-making processes in financial institutions. Ethical and regulatory considerations are also discussed, highlighting the importance of transparency and responsible AI adoption in FinTech. Keywords: generative AI, FinTech, intelligent models, synthetic data, risk management, financial innovation, automation. Introduction The financial technology (FinTech) sector has rapidly evolved over the past decade, driven by digital transformation, big data, and artificial intelligence. Traditional financial institutions face increasing pressure to modernize their services, reduce operational risks, and provide personalized customer experiences. Generative Artificial Intelligence (GenAI) has emerged as a powerful tool capable of reshaping financial systems by creating synthetic data, simulating market scenarios, and automating decision-making processes. Generative AI models, such as Generative Adversarial Networks (GANs) and Large Language Models (LLMs), offer unique capabilities for producing realistic synthetic datasets and generating intelligent insights. These technologies can be applied to fraud detection, risk management, customer personalization, and regulatory compliance. By leveraging generative models, financial institutions can overcome data scarcity, improve prediction accuracy, and enhance trust in digital platforms. In Kazakhstan and other emerging economies, the adoption of AI-driven solutions in banking and finance is becoming a strategic priority. National digitalization programs emphasize the importance of integrating advanced technologies into financial services to ensure transparency, efficiency, and competitiveness. Generative AI provides a foundation for building intelligent models that align with these goals, supporting both local innovation and global integration. One of the key challenges in FinTech is the availability of high-quality, diverse datasets. Financial data is often sensitive, fragmented, and subject to strict privacy regulations. Generative AI addresses this issue by producing synthetic datasets that mimic real-world financial transactions without exposing personal information. This enables researchers and practitioners «Progress in Science» (November 13-14, 2025). Brussels, Belgium 133 to train robust models while maintaining compliance with ethical and legal standards. Beyond data generation, generative models contribute to intelligent automation in financial services. LLMs can generate automated reports, simulate customer interactions, and provide personalized financial advice. These applications reduce manual workload, accelerate compliance processes, and improve customer satisfaction. As a result, financial institutions can achieve greater efficiency and scalability while maintaining high levels of accuracy and reliability. Despite its potential, the integration of Generative AI into FinTech requires careful consideration of ethical, regulatory, and technical challenges. Issues such as algorithmic bias, transparency, and accountability must be addressed to ensure responsible AI adoption. This study proposes an intelligent generative AI framework for FinTech, highlighting its applications, benefits, and limitations. The findings aim to contribute to the development of sustainable, human-centered financial innovation in Kazakhstan and beyond. Figure 1 –Distribution of Generative AI Use Cases in Financial Innovation Methodology The research methodology for developing the intelligent generative AI framework for FinTech was based on a combination of synthetic data generation, statistical analysis, and machine learning implementation. The approach follows a structured workflow inspired by standard data science practices — data acquisition, preprocessing, modeling, and evaluation — which together form the backbone of the proposed framework. A. Dataset The dataset for this research was constructed using anonymized financial transaction records, customer behavior logs, and open banking APIs. To address the challenge of limited and sensitive financial data, Generative Adversarial Networks (GANs) were employed to produce synthetic transaction datasets that mimic real-world distributions without exposing personal information. In addition, publicly available financial indicators such as credit scoring benchmarks, fraud detection reports, and investment performance metrics were integrated to complement the synthetic data. To ensure diversity, the dataset included multiple categories of financial activities: retail banking transactions, insurance claims, loan applications, and investment portfolios. This variety allowed the generative models to capture a broad spectrum of financial behaviors and risks. Proceedings of the 11th International Scientific Conference 134 Financial Activity Share (%) Retail Banking Transactions 35% Insurance Claims 20% Loan Applications 25% Investment Portfolios 20% Table 1 - Distribution of financial activities in the dataset. This balanced distribution strengthens the reliability of the analysis and ensures that the developed models reflect realistic financial patterns across different domains of FinTech. B. Data Preprocessing Before conducting the analytical and modeling stages, the collected and synthetic data underwent preprocessing to ensure quality, consistency, and suitability for machine learning analysis. The process was implemented in Python using Pandas, NumPy, and scikit-learn libraries.  Missing values in numerical fields (e.g., transaction amounts, credit scores) were replaced with column means, while categorical gaps (e.g., customer type, loan category) were filled using mode imputation.  Outliers were detected using z-score analysis; extreme anomalies were excluded to prevent bias in fraud detection models.  Categorical variables such as customer type, loan category, and investment sector were transformed into numerical format using Label Encoding and One-Hot Encoding.  Normalization: All numerical features were scaled to a 0–1 range using MinMaxScaler to ensure equal contribution to the models.  Train-test split: The dataset was divided into training (80%) and testing (20%) subsets with a fixed random state for reproducibility. Beyond basic cleaning, feature engineering was applied to enhance the predictive power of the dataset. Transaction timestamps were converted into temporal features such as day-of-week and time-of-day, enabling the models to detect fraud patterns that often occur at unusual hours. Aggregated features, such as average transaction value per customer and frequency of high-risk activities, were also created to strengthen risk assessment models. Financial datasets often suffer from class imbalance, particularly in fraud detection where fraudulent transactions represent less than 5% of all records. To address this, oversampling techniques such as SMOTE (Synthetic Minority Oversampling Technique) were applied to generate synthetic minority samples. This ensured that the models were trained on balanced data, reducing bias and improving sensitivity to rare but critical events. Finally, validation checks were performed to ensure that synthetic data generated by GANs closely resembled the statistical properties of real financial transactions. Distribution comparisons (e.g., histograms of transaction amounts) and correlation analysis were conducted to confirm that synthetic datasets preserved realistic patterns. This step was crucial to guarantee that downstream models trained on synthetic data would generalize effectively to real-world financial scenarios. The raw dataset included 165 responses from citizens in various Kazakhstani cities. During the «Progress in Science» (November 13-14, 2025). Brussels, Belgium 135 initial review, several records contained incomplete or inconsistent answers. Missing values in numerical fields (such as satisfaction scores or awareness levels) were replaced with the mean value of the respective columns, while missing categorical responses (such as education or occupation) were filled using mode imputation [7]. Outliers were detected using z-score analysis. Observations with absolute z-scores greater than 3 were considered anomalies and excluded from the dataset to prevent bias in the regression model. Categorical variables such as education level, occupation type, and city of residence were transformed into numerical format using Label Encoding and One-Hot Encoding, depending on the variable’s characteristics. For example, education was encoded on a scale from 1 (“Secondary”) to 3 (“master’s or higher”), while city categories were transformed into binary dummy variables [8]. To prepare the dataset for modeling, four key features were identified from the survey data and urban indicators:  Technological Awareness (X₁): respondents’ understanding of Smart City concepts and technologies.  Infrastructure Accessibility (X₂): perceived quality and availability of digital infrastructure (Wi-Fi, transport systems, e-services).  Technology Usage Frequency (X₃): how often citizens use digital platforms or smart applications.  Demographics (X₄): combined factors such as education and age. The dependent variable (Y) represented citizens’ satisfaction with Smart City services. Feature relevance was examined using correlation matrix visualization and Variance Inflation Factor (VIF) to check for multicollinearity. Variables with high correlation (>0.7) were carefully reviewed and adjusted to preserve model interpretability [10]. To prepare for model training, all features were normalized to a 0–1 scale using MinMaxScaler. This ensured that no single variable dominated the analysis due to scale differences. The cleaned and processed dataset was then divided into training (80%) and testing (20%) subsets using the train_test_split() function from scikit-learn, ensuring reproducibility by setting a fixed random state (random_state=42) [9]. To illustrate the composition of the dataset, Figure 2 presents a bar chart showing the relative share of different financial activities included in the study. Retail banking transactions accounted for the largest proportion (35%), followed by loan applications (25%), insurance claims (20%), and investment portfolios (20%). This balanced distribution highlights the diversity of financial domains represented in the dataset and ensures that the generative AI models are trained on a wide spectrum of financial behaviors. Such visualization provides a clear overview of the dataset structure and supports the validity of subsequent modeling and analysis. Proceedings of the 11th International Scientific Conference 136 Figure 2 –Line graph comparison of model performance (R² and MAE) for Linear Regression and Random Forest models. C. Feature Extraction Feature extraction was one of the most important stages of the study, as it determined which factors would be included in the machine learning model. The goal of this step was to identify the variables that best represent financial activities, customer engagement, and risk indicators in the FinTech domain. The selection of features was guided by theoretical frameworks from financial technology studies and the results of exploratory data analysis. The variables were categorized into transactional, behavioral, and risk-related dimensions. The selection of features was guided by theoretical frameworks from Smart City studies and the results of previous exploration data analysis. The variables were categorized into technological, infrastructural, and demographic dimensions [12]. Feature Name Description Type X₁: Transaction Volume Average monthly transaction value per customer (banking + digital payments) Continuous (scaled 0–1) X₂: Fraud Risk Score Probability of fraudulent activity detected by anomaly-based models Ordinal (1–5) X₃: Customer Engagement Index Frequency of digital banking app usage, chatbot interactions, and personalized services Ordinal (1–5) X₄: Investment Activity Share of customer portfolio allocated to AI-driven investment tools Continuous (scaled 0–1) Y: Financial Innovation Index Overall efficiency and satisfaction with AI-driven FinTech services Ordinal (1–5) Table 2 - Extracted features used in the FinTech generative AI model. An important aspect of this study was the use of Generative Adversarial Networks (GANs) to create synthetic features that mimic real-world financial behaviors. For example, synthetic «Progress in Science» (November 13-14, 2025). Brussels, Belgium 137 transaction sequences were generated to simulate rare fraud cases that are underrepresented in real datasets. This approach allowed the model to learn from a broader spectrum of financial scenarios, improving its robustness and sensitivity to anomalies. By integrating synthetic features with real data, the framework ensured that generative AI models could generalize effectively across diverse financial environments. To guarantee the reliability of extracted features, validation was performed using statistical comparisons between synthetic and real datasets. Distribution alignment tests confirmed that generated features preserved realistic financial patterns, while correlation analysis ensured consistency with known risk and engagement indicators. Furthermore, interpretability was prioritized by selecting features that provide clear insights for financial decision-makers. For instance, Transaction Volume and Customer Engagement were chosen not only for their predictive strength but also for their transparency in explaining customer behavior. This balance between accuracy and interpretability makes the proposed generative AI framework suitable for both technical applications and regulatory compliance in FinTech. D. Model Training and Implementation After data preprocessing and financial feature generation, the next stage focused on training and implementing Generative AI-based models for predicting and simulating financial innovation outcomes. The objective was to assess how transaction diversity, digital asset adoption, risk tolerance, and innovation spending influence the Financial Innovation Index (FII). Two intelligent architectures were employed — Variational Autoencoder (VAE) and Generative Adversarial Network (GAN) — both of which are capable of learning complex nonlinear dependencies and generating synthetic financial patterns useful for innovation forecasting. The baseline model, Variational Autoencoder, consists of two neural networks: an encoder that maps financial indicators into a latent space and a decoder that reconstructs or generates realistic financial data. This approach is effective for uncovering hidden relationships between fintech performance metrics and innovation capacity. The latent variable representation 𝑧 was modeled as: z ∼ N(μ,σ2) (1) The reconstructed financial innovation score 𝑌 was computed as: Y=D(E(X))=𝑓( 𝑔(X))+ε (1) where 𝑋represents the input features (transaction volume, risk ratio, innovation spending), 𝐸and 𝐷denote the encoder and decoder networks with parameters 𝜙and 𝜃, and 𝜀is the reconstruction noise. The VAE achieved a reconstruction loss (mean squared error) of 0.018, showing high accuracy in reproducing innovation trends across financial institutions. To enhance realism and variability, a Generative Adversarial Network (GAN) was implemented. It comprises a Generator (G) that synthesizes new financial data and a Discriminator (D) that evaluates authenticity. Their interaction is formulated as a minimax optimization problem: To assess the model’s prediction accuracy, the Mean Absolute Error (MAE) was calculated using the formula: 𝐺𝐷𝑉(𝐷,𝐺)=𝐸~(𝑥)[𝑙𝑜𝑔𝐷(𝑥)]+𝐸~(log (1 − 𝐷(𝐺(𝑧)) (2) Proceedings of the 11th International Scientific Conference 144 recovery and subsequent reuse of a portion of previously consumed electricity within the building's power system. Regenerative energy can be employed, for instance, in the electric drive of an elevator installation (this study focuses on a passenger elevator, though the fundamental principles are analogous for freight elevators). Given that elevator energy consumption constitutes approximately 20–25% of a building's total consumption, the use of recovered energy is of significant interest. The electrical regenerative energy, generated during specific modes of elevator car movement (braking, ascending with an empty car, descending with a loaded car), can be estimated by the expression: 𝐸 = 𝐸 · (1 − 𝜂)· 𝑘, (1) where 𝐸 is the amount of energy available for reuse; 𝐸 is the energy consumed from the external power supply; η is the system efficiency; 𝑘 is the loss coefficient of the regeneration system. In the modern world, where energy efficiency is becoming a cornerstone of sustainable development, regenerative energy recovery systems are gaining increasing importance. In the context of passenger elevators, which are an integral part of urban infrastructure, the use of regenerative energy represents a promising pathway to reducing the overall energy consumption of buildings. Operating Principle and Advantages Energy regeneration in elevators is based on the conversion of the potential energy of the moving counterweight or elevator car into electrical energy during braking. This energy can then be fed back into the building's electrical grid or used to power other elevator systems, such as lighting or ventilation. The advantages are evident: reduced electricity consumption from the grid, decreased heat dissipation (and consequently, a reduced load on cooling systems), and lower operating costs. Technologies and Implementation Several technologies exist for implementing energy regeneration in elevators, including the use of regenerative drives and energy storage systems. Regenerative drives convert kinetic energy into electrical energy directly during the braking event. Energy storage units, such as supercapacitors or batteries, allow for the storage of regenerated energy for subsequent use during peak demand periods. The choice of a specific technology depends on elevator parameters, usage intensity, and economic considerations. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 145 Comparison of Traditional Braking System and Modern Regenerative Energy Storage System To implement energy regeneration in an elevator installation, energy storage units must be used instead of a braking resistor. The figure shows two possible schematic diagrams of an elevator drive system that enable this operating principle. Description of the Circuit with a Braking Resistor (Option A) In the first circuit, the elevator electric drive consists of an induction motor connected to a frequency converter and a braking resistor, which is used to dissipate excess energy. When the elevator operates in the normal motoring mode, the frequency converter supplies power to the motor stator via three phases, L1, L2, and L3, generating the required frequency and voltage. During this period, the motor consumes electrical energy from the grid and converts it into the mechanical work required to move the car. However, when the car moves downward with a heavy load or upward empty, the opposite process occurs: the mechanical system begins to rotate the motor rotor faster than required for the motoring mode. At this moment, the motor transitions into generator mode and starts producing electrical energy. This energy flows to the frequency converter's DC bus, causing a rise in voltage. Since the converter cannot return this energy back to the grid, it uses a braking transistor to connect the braking resistor into the circuit. In this case, all the regenerated energy is simply dissipated as heat by the resistor. The process is described by the expression: ` 𝑃 =𝑈  𝑅 (2) Thus, all the energy converted by the generator from mechanical to electrical form is lost. Consequently, the primary role of the resistor is to ensure device safety, prevent overvoltage, and dissipate excess power, with no beneficial use of the regenerated energy taking place. Description of the Circuit with an Energy Storage Unit or Grid-Tie Inverter (Option B) The second circuit operates on a fundamentally different principle, although its core components—the motor and frequency converter—remain the same. In the motoring mode, the system functions identically to the first circuit: the frequency converter supplies three-phase Proceedings of the 11th International Scientific Conference 146 power to the motor and controls its speed and torque. However, when a regenerative mode occurs, and the motor begins operating as a generator due to the elevator load, the electrical energy also flows to the DC bus. Unlike the previous circuit, the voltage rise on the bus does not trigger the braking resistor. Instead, the energy is directed to a special unit—a regeneration module, which can be implemented as either a grid-tie inverter or an energy storage unit. If an inverter is used, the electrical energy is converted from DC back to AC and synchronized with the parameters of the external building grid. This allows the power generated by the motor to be fed back into the power system. If an energy storage unit, such as a supercapacitor or battery module, is employed, the energy charges it according to the expression: ` 𝑃 =𝑈 ∙𝐼 (3) Subsequently, this stored energy can be used by the same elevator during the next acceleration or ascent of the car. Therefore, the regenerated energy is not wasted but is either transferred to the grid or stored, enabling a genuine reduction in energy consumption. The efficiency of such a system typically reaches 90–95%, allowing for the recovery of a significant portion of the energy, described by the formula: 𝐸 =𝑃 ∙𝜂𝑑𝑡. (4) Comparison of Both Circuit Configurations A comparison of the two circuit configurations reveals that while both address the same fundamental task—controlling the elevator's electric drive—their approach to handling regenerative energy is fundamentally different. In the first configuration, which utilizes a braking resistor, the entire regeneration process results in the energy generated by the motor being inevitably dissipated as heat. The frequency converter is incapable of redirecting this energy back to the grid. Consequently, when the voltage on the DC bus increases, the transistor activates the braking resistor, which converts the electrical energy into thermal energy. As a result, the mechanical energy that could have been reused is completely lost. This configuration is reliable and simple, but it does not contribute to reducing energy consumption; instead, it leads to additional losses and imposes thermal loads on both the equipment and the machine room environment. The second configuration, which incorporates an energy storage unit or a grid-tie inverter, operates entirely differently. The moment the motor enters generator mode, the energy appearing on the DC bus is not directed to a resistor but is utilized for beneficial purposes. A dedicated regeneration module captures this energy and either returns it to the building's electrical grid or stores it in an internal storage unit. This renders the electric drive more "intelligent" and interactive with the power system, allowing the elevator to partially supply its own energy. Instead of being wasted, the motor during braking effectively becomes a source capable of recharging the storage unit or reducing the load on the grid. Consequently, the second configuration demonstrates high energy efficiency, which can be expressed by the formula: 𝐸 =𝐸 ∙𝜂, where the conversion efficiency reaches 90% and above. This signifies that a significant portion of the regenerative energy is reused, which is particularly crucial for elevators operating in intensive "acceleration-braking" cycles. Thus, the core distinction between the two options lies in the fact that the first configuration completely loses the generated energy, while the second preserves and recuperates it, ensuring reduced energy consumption and enhanced overall equipment efficiency. A comparative table of the two elevator drive systems is presented below. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 147 Table. Comparison of Two Elevator Drive Configurations Criterion Drive with Braking Resistor (Option A) Drive with Energy Storage or Inverter (Option B) Handling of Regenerative Energy Regenerative energy is converted into heat and fully dissipated in the braking resistor; no useful energy recovery. Regenerative energy is stored in an internal energy storage device or returned to the power grid through an inverter; the energy is reused. Energy Efficiency Low energy efficiency, since all energy during braking is lost. High energy efficiency (up to 90– 95%), because the energy is reused or fed back into the grid. Electricity Savings No savings: all regenerative processes lead to energy losses. Actual savings of up to 20% of total elevator energy consumption due to the return of regenerative energy. Thermal Losses and Heating High thermal losses; the resistor releases a significant amount of heat, increasing the temperature in the machine room. Practically no heat generation, since energy is not dissipated in a resistor but used for its intended purpose. Presence of Braking Resistor Requires installation, maintenance, and cooling of the braking resistor. Braking resistor is not used, reducing equipment volume and lowering operating costs. Load on Power Grid The elevator depends entirely on the external power grid; all acceleration energy is drawn from it. The elevator is partially powered by previously stored energy, reducing momentary load on the building’s power system. System Stability High stability, but the regenerative energy potential is not utilized. Higher stability due to the ability to smooth peak loads and stabilize energy consumption. Impact on Equipment and Service Life Heating of resistors increases thermal stress on equipment, potentially accelerating wear. Absence of resistor heating reduces component degradation and extends equipment service life. Suitability for Cyclic Operation Limited suitability, since frequent braking cycles result only in losses. Especially effective in intensive “acceleration–braking” cycles, such as in passenger elevators. Integration into Building Power System The grid is used only as a power source. The elevator becomes an active part of the building’s energy system, capable of feeding energy back into the grid. Overall Energy Efficiency of the System 𝜂  ≈ 0 , 0 — no energy is retained. 𝜂  = 𝜂  ∙ 𝜂  ≈ 0 , 90 − 0 , 95 A comparative table clearly demonstrates that the circuit with a braking resistor completely loses the regenerative energy, converting it into heat, whereas the system with an energy storage unit or a grid-tie inverter enables the efficient storage or return of this energy to the grid. Consequently, the second option provides significantly higher energy efficiency, reduces thermal losses, and lowers the overall operating costs of the elevator. As a result, the modernized circuit becomes a more economically and technically advantageous solution for elevators operating in frequent braking and acceleration modes. Proceedings of the 11th International Scientific Conference 148 Thus, the considered regenerative energy, obtained during specific modes of elevator movement—braking, upward movement with an empty car, and downward movement with a loaded car—can be determined by formula (5) provided below. This relationship accounts for the dynamic parameters of the drive, the mass of the car with its load, the motion profile, and the change in the system's potential energy during movement. The formula allows for the quantitative assessment of the amount of energy returned to the grid and its use for analyzing the energy efficiency of the elevator installation. 𝐸 =𝜂 𝑚𝑔ℎ−ℎ+1 2𝑚𝑣−𝑣 +1 2𝐽𝜔−𝜔  (5) where: 𝐸 is the useful (stored or fed back to the grid) regenerative energy per event, J; 𝜂 is the total efficiency coefficient of the regeneration chain (inverter, storage, conversions), dimensionless (e.g., 0.9…0.95); 𝑚 is the equivalent mass, accounting for the mass of the car with load and the reduced mass of the drive drum/mechanisms, kg; 𝑔 is the acceleration due to gravity (≈9.81 m/s²); ℎ,ℎ are the initial and final heights of the car's center of mass, m (when moving downward, ℎ− ℎ>0); 𝑣,𝑣 are the initial and final linear velocities of the car, m/s; 𝐽 is the reduced moment of inertia of the rotor/drum, converted to a linear equivalent, kg·m²; 𝜔,𝜔  are the initial and final angular velocities of the rotor (or drum), rad/s. Alternatively, if regeneration is considered as a process over time: 𝐸 = 𝑃(𝑡)𝜂𝑑𝑡  . (6) where 𝑃(𝑡) is the instantaneous electrical power generated by the motor in generator mode. Future Development Prospects In the future, with the advancement of energy storage technologies and the optimization of elevator control systems, the potential for energy regeneration will increase. Integration with "smart home" systems and smart grids will enable more efficient utilization of regenerated energy and enhance the overall energy efficiency of buildings. Energy regeneration in passenger elevators is not merely a technological solution but a crucial step towards creating a more sustainable and environmentally friendly urban environment. The core of the proposed system is a complex of energy storage units and power conversion devices. The stable and correct operation of this unit directly determines the overall efficiency of the entire energy-saving system, necessitating thorough research into existing types of energy storage technologies. Particular attention should be paid to a comparative analysis of their operational characteristics, advantages, and limitations. Key parameters include response speed, minimal charge/discharge losses, long service life, and the ability to operate in parallel without significant degradation of technical performance. Depending on the nature of the incoming regenerated energy, different types of storage units are appropriate. For instance, supercapacitors, characterized by high response speed and low conversion losses, are most suitable for rapidly absorbing short-term, relatively small energy pulses. When there is a need to accumulate more substantial amounts of energy, battery storage systems are advisable, as they provide long-term storage and smoother energy exchange with the consumer grid. The relevance of this field is undeniable, as the use of regeneration is one of the most effective methods for enhancing the energy efficiency of building engineering systems. However, to confirm the economic viability and feasibility of implementing such a scheme, comprehensive, in-depth, and meticulously documented research is required—both at the theoretical level «Progress in Science» (November 13-14, 2025). Brussels, Belgium 149 (mathematical modeling, operational mode analysis, loss assessment) and the practical level (experimental studies, prototype testing, reliability analysis). Only a holistic approach will yield objective conclusions regarding the potential for integrating regenerative systems into the modern infrastructure of residential buildings. Conclusion The utilization of energy regeneration in elevator installations within residential buildings represents an effective and technically sound approach to reducing overall energy consumption and enhancing the sustainability of power infrastructure. The conducted analysis clearly demonstrates that conventional systems employing braking resistors fail to utilize the emerging energy potential, dissipating it entirely as heat. In contrast, the implementation of energy storage systems or grid-tie inverters ensures a substantial increase in energy efficiency by enabling the redirection of energy generated during regenerative modes either back to the grid or to storage for subsequent use. Such systems are capable of increasing the overall efficiency of the elevator drive to 90–95%, reducing peak loads on the building's power networks, and lowering equipment operational costs through the reduction of thermal losses and enhanced system component longevity. Furthermore, energy regeneration transforms the elevator installation into an active participant within the power system, opening prospects for its integration into smart grids and distributed energy storage systems. 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Harunov, A. (2025). Improving the Energy Efficiency of a Multi-Apartment Residential Complex through the Use of a Solar Power Plant as an Additional Energy Source. Znanstvena misel, № 103, с. 63–65. DOI: 10.5281/zenodo.15773572. zenodo.org 34. Time / Energy Vault article (2024). Gravity energy storage systems — Promising alternatives for building-level energy storage. TIME 35. Time (Emp. State Building retrofit) / кейс: Empire State Building's Green Retrofit included regenerative elevator braking. TIME Proceedings of the 11th International Scientific Conference 152 ИССЛЕДОВАНИЕ ДИОКСИДА АЗОТА В ТРОПОСФЕРНОМ СЛОЕ НА ТЕРРИТОРИИ КЕЛЬБАДЖАРСКОГО РАЙОНА НА ОСНОВЕ СПУТНИКОВЫХ ДАННЫХ Искендерзаде Эльчин Барат оглы Директор, Д.т.н., Профессор Маммедова Илаха Телман кызы Старшый научный сотрудник Ахмедага Сеферли Докторант Насирова Вусала Рагиб кызы Научный сотрудник НАКА. Научно-Исследовательский Институт Аэрокосмической Информатики. ( Азербайджан) Введение. В последние годы мониторинг атмосферы и оценка воздействия человеческой деятельности на окружающую среду приобретают глобальное значение. Исследования в этой области, особенно касающиеся распределения газовых выбросов в атмосфере и их влияния на здоровье человека, дают ценную информацию. В данной статье поднимается вопрос исследования диоксида азота (NO₂) в тропосферном слое на территории Кельбаджарского района на основе спутниковых данных. [1] Sentinel-5P (Sentinel-5 Precursor) – это спутниковая миссия, разработанная специально для мониторинга атмосферы в рамках программы "Коперник" Европейского космического агентства (ЕКА). Запущенный на орбиту в 2017 году, Sentinel-5P оснащен передовым инструментом под названием TROPOMI (TropoSphere Monitoring Instrument). Этот инструмент позволяет с высокой точностью измерять различные газы и аэрозоли в атмосфере, включая угарный газ, метан, диоксид азота, озон, диоксид серы и аэрозоли. Эти данные имеют критическое значение для оценки качества воздуха, анализа изменений климата и мониторинга ультрафиолетового излучения. [2] Атмосфера Земли, начиная от поверхности, делится на несколько слоев, идущих вверх: тропосфера, стратосфера, мезосфера, термосфера (ионосфера) и экзосфера. Самым нижним и ближайшим к Земле слоем является тропосфера. Тропосфера содержит более 80% массы атмосферы, и именно в этом слое происходят все погодные явления, такие как ветер, образование облаков, осадки и другие метеорологические процессы. С увеличением высоты температура и давление в тропосфере уменьшаются. Толщина тропосферы варьируется в зависимости от географического положения: в умеренных широтах она составляет 10-11 км, на экваторе – 17-18 км, а на полюсах – 8-9 км. Исследуемый диоксид азота (NO₂) – это коричнево-желтый газ, присутствующий в воздухе. Этот газ образуется в основном в результате процессов горения и может представлять серьезную угрозу для здоровья человека. NO₂ состоит из двух атомов азота и двух атомов кислорода. Более высокая стабильность этого газа при высоких температурах способствует его распространению в атмосфере. «Progress in Science» (November 13-14, 2025). Brussels, Belgium 153 Основные источники NO₂ могут быть как природными, так и антропогенными (возникающими в результате деятельности человека). К природным источникам относятся извержения вулканов. Основным источником NO₂ считается деятельность человека, в частности, процессы горения, происходящие при работе тепловых двигателей, на тепловых электростанциях и промышленных объектах. Воздействие диоксида азота на здоровье человека может проявляться в широком спектре. Наиболее уязвимыми органами является дыхательная система. NO₂ может вызывать раздражение дыхательных путей, боль в горле, кашель и затрудненное дыхание. В более серьезных случаях он может привести к таким заболеваниям, как бронхит и пневмония. Для людей, страдающих астмой, NO₂ может спровоцировать обострение заболевания. Кроме того, NO₂ может негативно влиять на сердечно-сосудистую систему, увеличивая риск сердечных заболеваний и инфаркта миокарда. Длительное воздействие NO₂ также может ослабить иммунную систему. Кельбаджарский район расположен в горной местности Азербайджана и был освобожден после длительной оккупации. В период оккупации существовали опасения по поводу ухудшения экологической ситуации в регионе, в том числе загрязнения атмосферы. Поэтому исследование уровней NO₂ в тропосферном слое на территории Кельбаджарского района на основе спутниковых данных имеет особое значение. [3-5] Основные цели данного исследования заключаются в следующем: Оценка текущей ситуации: Создание карты концентрации NO₂ над Кельбаджарским районом на основе данных, полученных с помощью прибора TROPOMI спутника Sentinel-5P, и оценка текущей ситуации. Анализ изменений во времени: Анализ изменений концентрации NO₂ во времени с использованием спутниковых данных. Вклад в формирование экологической политики: Результаты исследования послужат основой для формирования эффективной экологической политики, направленной на улучшение качества воздуха и защиту окружающей среды в Кельбаджарском районе. Методология исследования. В данном исследовании будут использоваться данные о NO₂, полученные с помощью прибора TROPOMI спутника Sentinel-5P. Эти данные будут обработаны с помощью соответствующего программного обеспечения для создания карт концентрации NO₂ на территории Кельбаджарского района. В рамках исследования были предприняты следующие шаги: Сбор и подготовка данных: Сбор данных о NO₂ за определенный период (2023 и 2025 годы) над территорией Кельбаджарского района, полученных с помощью прибора TROPOMI спутника Sentinel-5P. Пример распространения NO₂ представлен на Рис.1 Рис. 1. Диоксид азота – тропосферный столб (03.11.2025-16.11.2025)