IV International Scientific and Practical Conference «Science and technology in the XXI century: challenges and prospects»

SCIENCE AND TECHNOLOGY IN THE XXI CENTURY: CHALLENGES AND PROSPECTS Proceedings of the IV International Scientific and Practical Conference 18-19 November 2025 SINGAPORE. SINGAPORE 2025 UDC 001.1 BBC 1 IV International Scientific and Practical Conference «Science and technology in the XXI century: challenges and prospects», November 18-19, 2025, Singapore. Singapore. 67 p. ISBN 978-91-65424-47-0 DOI https://doi.org/10.5281/zenodo.17710513 Publisher: «SC. Scientific conferences» Main organization: Editor: Hans Muller Layout: Ellen Schwimmer The conference materials are in the public domain under the CC BYNC 4.0 International license. The publisher is not responsible for the materials published in the collection. All materials are provided in the author's edition and express the personal position of the participant of the conference. The sample of the citation for publication is Gugnin Aleksandr, Lisnievska Yuliia ANTI-ADVERTISING IN THE HOTEL BUSINESS // III International Scientific and Practical Conference «Science and technology in the XXI century: challenges and prospects», November 18-19, 2025, Singapore. Singapore. Pp.9-11, URL: https://sconferences.com Contact information Website: https://sconferences.com E-mail: [email protected] Content Mathematical sciences Kruglov Viktor, Yakimova Nataliya ALGEBRAIC INTERPRETATION OF SOME UNARY OPERATIONS ON GRAPHS 3 Pedagogical sciences Xeniya Dumanova USING CHAT-BOTS WHEN TEACHING ACADEMIC WRITING 7 Inkash Nazerke Sattibekkyzy, Zhumabekova Galiya Baiskanovna LESSON PLANNING WITH AUTHENTIC MATERIALS FOR FOREIGN LANGUAGE CLASSES (PRIMARY SCHOOL STUDENTS) 13 Yerlan Akmaral DEVELOPING СROSS-СULTURAL СOMMUNICATION SKILLS IN FOREIGN LANGUAGE EDUCATION 18 Zhanbyrshieva Zhanel Askhatkyzy, Zhumabekova Galiya Bayskanovna DEVELOPING WRITTEN COMMUNICATION SKILLS THROUGH REFLECTIVE ESSAYS IN ENGLISH LESSONS AT THE BASIC STAGE OF SECONDARY SCHOOL 21 Zhumagaliyeva Amina Alpamysovna, Abdyhalykova Akzhan Myrzakadyrovna PEDAGOGICAL PRINCIPLES OF DESIGNING EFFECTIVE LEARNING TASKS FOR ACADEMIC READING 24 Akbergenova Meruyert THE ROLE OF PODCASTS IN CULTIVATING ACADEMIC LITERACY 28 Pharmaceutical sciences A. Cholakidu, G. Kraeva ТREATMENT OF DRY AND WET COUGH WITH HERBAL MEDICINES 36 Philological sciences Yeshimbetova Zabira B., Arailym.N. Raeva, Altyn B. Myssekeyeva, Sholpan U. Sultankulova, Eleonora Zh. Kanseitova FROM REALISM TO REFLEXIVITY IN ENGLISH AND KAZAKH LITERATURE 44 Technical sciences Kazimli İlaha Kazim SMART MARKETING STRATEGIES AND PERSONALIZED APPROACHES IN PUBLIC SERVICES 48 M.Mustafayev STRUCTURAL FRAMEWORKS AND PERFORMANCE PARAMETERS OF ORGANİC SEMİCONDUCTOR-BASED OPTİCAL SENSORS 55 Samed Yusifov, Nurali Zeynalov THE CONTROL SYSTEM OF THE ROTATIONAL SPEED OF SERVOMOTORS 61 IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 3 Mathematical sciences Introduction. When studying a system of objects connected by some arbitrary types of relationships, both directed and undirected graphs can be used. Each such system is an ordered collection of elements with which certain changes can occur. Each such specific system can be represented graphically as a graph or in digital format as an adjacency matrix or incidence matrix of such a graph. n any case, changes in the elements of the system are reflected by unary operations on the vertices or edges of the corresponding graph. The graphical implementation of such operations has already been well studied and described [1]. But computer processing of information involves its digital representation in matrix form. Algebraic matrix apparatus is also widely represented in mathematical research [2]. This article aims to establish a correspondence between known operations on ordinary matrices and unary operations on elements of an arbitrary graph. In this way, a transition from a graphical to a digital method of not only representing, but also processing various information can be made. Main text. Let’s consider an directed graph 𝐺1 and 𝐺2 (Fig. 1). Figure 1 – Directed graphs 𝑮𝟏 and 𝑮𝟐 ALGEBRAIC INTERPRETATION OF SOME UNARY OPERATIONS ON GRAPHS Kruglov Viktor Candidate of physical and mathematical sciences, Professor Odessa I.I. Mechnikov National University Department of Methods of Mathematical Physics Odessa, Ukraine Yakimova Nataliya Candidate of technical sciences, Associate Professor Odessa I.I. Mechnikov National University Department of Algebra, Geometry and Differential Equations Odessa, Ukraine Abstract Today, science is faced with an increasing number of problems related to computerization. It is the needs of computer information processing that require the study of the possibilities of matrix representation of graphs and, as a result, matrix representation of all possible transformations of graphs. The matrix implementation of operations on graphs has its own characteristics depending on the type of each specific graph. Because of this, obviously, the procedure for their implementation is not universal. A graph can be fully characterized by the adjacency matrix. Therefore, for the matrix implementation of the considered basic unary operations on graphs, it is necessary to use the apparatus of ordinary arithmetic matrix operations described in linear algebra. Keywords: directed and undirected graph, adjacency matrix, operation on graphs, arithmetic operations on matrices. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 4 The adjacency matrix for graph 𝐺1 can be given by the following table [5]: or in the usual matrix form [6] 𝐴ሺ𝐺1ሻ= ۉ ۈ ۈ ۈ ۇ 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 111000 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 000011 0 0 0 0 0 0 1 ی ۋ ۋ ۋ ۊ . The operation of deleting a vertex. Deleting a vertex from a graph entails deleting all edges incident to it, which results in deleting all connections of this object or node to other objects or nodes [8]. This means that when deleting a vertex 𝑣𝑖 from the adjacency matrix, the i-th row and i-th column must be deleted. In this regard, the algorithm for performing the operation of deleting a vertex 𝑣𝑖 from a graph in a matrix representation is similar to the algorithm for constructing a minor 𝑀𝑖𝑖 for the adjacency matrix of this graph. For example, suppose that we want to delete vertex 𝑣4 from graph 𝐺1. This is equivalent to constructing a minor 𝑀44 for matrix 𝐴ሺ𝐺1ሻ: 𝑀44= ተ ተ 101010100 0 0 0 0 0 011 0 0000000000001 1 0 1 0 1 ተ ተ . Therefore, the new graph 𝐺1′=𝐺1\{𝑣4} will have the adjacency matrix corresponding to it 𝐴ሺ𝐺1′ሻ= ۉ ۈ ۈ ۇ 101010100 0 0 0 0 0 0 1 1 0 0000000000001 1 0 1 0 1 ی ۋ ۋ ۊ The algorithm for deleting rows and columns from a matrix has already been computerized. In this case, the software implementation will involve performing two shifts: for rows and columns. For a graph without isolated vertices, it is advisable to perform this operation using the adjacency matrix. In the adjacency matrix, the sign of an isolated vertex is the presence of a zero row and column of the same name. In the incidence matrix, the sign of an isolated vertex is the presence of a zero row. Therefore, if the vertex to be deleting from the graph is isolated, then in this unique case it is more convenient to perform this operation using the incidence matrix. When a zero row is deleting from the incidence matrix, no connection between other vertices (objects or nodes) is broken. Therefore, there is no need to track the appearance of columns that, after deleting this row, will contain only one unit, which is not permissible for the incidence matrix [3]. Using the incidence matrix when deleting an isolated vertex halves the program implementation (there is no need to delete a column at the same time, and there will also be only one shift). The operation of deleting one edge. Deleting one edge involves the disappearance of a single edge (connection or relation) from the graph while preserving all vertices (objects or nodes) and the remaining connections between objects [4, 8]. Thus, only those elements in the adjacency matrix that correspond to the edges that are being deleting are changed. The remaining elements of the adjacency matrix retain their values. The order of the matrix also remains the same, because no vertex disappears from the graph as a result of deleting an IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 5 edge. When a directed edge is deleting, only one element of the adjacency matrix is reducing. When an undirected edge is deleting, a pair of symmetric elements of the adjacency matrix undergo the same changes. Let it be necessary to delete a certain number of 𝑙𝑖𝑗 − edges between vertices 𝑣𝑖 and 𝑣𝑗. Therefore, to perform this operation, it is necessary to perform the arithmetic subtraction of the matrix 𝐴𝑒− from the adjacency matrix of the initial graph. In the subtractor matrix 𝐴𝑒−, the elements corresponding to the edges being deleted will be equal to 𝑙𝑖𝑗 −. The remaining elements of this matrix will be zero. Consider, for example, the graph 𝐺2, to which the adjacency matrix corresponds in tabular form [5] or in the usual matrix form [6, 7] 𝐴ሺ𝐺2ሻ= ۉ ۈ ۈ ۈ ۇ 1100100 0010000 0000110 0200000 1000000 0001011 0000101 ی ۋ ۋ ۋ ۊ . In this matrix there is a pair of symmetric elements 𝑎15=𝑎51=1. These elements correspond to a pair of oppositely directed edges, which can be replaced by a single undirected edge. Suppose that this undirected edge needs to be deleted from this graph. Suppose that in addition, one of the strictly parallel directed edges from vertex 𝑣4 to vertex 𝑣2 needs to be deleted from this graph. This means that in the matrix 𝐴𝑒− only the elements 𝑙42 −=1 and 𝑙15=𝑙51=1 will be non-zero. Therefore, to calculate the adjacency matrix of the graph ሺ𝐺2ሻ′=ሺ𝐺2ሻ\{𝑒Ԧሺ𝑣4,𝑣2ሻ}\{𝑒ሺ𝑣1,𝑣5ሻ}= =ሺ𝐺2ሻ\{𝑒Ԧሺ𝑣4,𝑣2ሻ}\{𝑒Ԧሺ𝑣1,𝑣5ሻ}{𝑒Ԧሺ𝑣5,𝑣1ሻ} (the notation 𝑒Ԧ means that this edge is directed) can be obtained by performing the following arithmetic subtraction: 𝐴ሺ𝐺2ሻ−𝐴𝑒−= ۉ ۈ ۈ ۈ ۇ 1 1 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 1 0 0 2 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 1 0 1 ی ۋ ۋ ۋ ۊ − ۉ ۈ ۈ ۈ ۇ 0 0 0 0 0 0 0000 1 0 0 0 0 0 0 0 000 0 1 0 1 0 0 0000 0 0 0 0 0 0 0 0 000 0 0 0 0 0 0 0 ی ۋ ۋ ۋ ۊ = = ۉ ۈ ۈ ۈ ۇ 1 1 0 0 0 1 0000 0 0 0 0 0 011000 0 1 0 0 0 0 0000 0 0 0 0 1 101011 0 0 0 0 1 0 1 ی ۋ ۋ ۋ ۊ =𝐴ሺሺ𝐺2ሻ′ሻ. The software implementation of this operation is much simpler than its algebraic justification. To perform it, it is enough to reduce the corresponding elements of the adjacency matrix of the initial graph by the values 𝑙𝑖𝑗 −. The operation of inserting an edge. The operation of inserting an edge into the graph is the inverse of the operation of deleting an edge. When inserting an directed edge, one element of the adjacency matrix is expected to increase [8]. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 6 When inserting an undirected edge, a pair of symmetric elements of the adjacency matrix undergo the same changes. Let's say that between vertices 𝑣𝑖 and 𝑣𝑗 it is necessary to add a certain number of 𝑙𝑖𝑗 + edges. In the software implementation, the corresponding elements of the adjacency matrix of the initial graph are increased by the specified value. The algebraic implementation of this operation involves the arithmetic sum of two matrices. One of the terms is the adjacency matrix of the initial graph. In the second term 𝐴𝑒+, the elements corresponding to the new edges are equal to 𝑙𝑖𝑗 +. The remaining elements of the second term are zero. Suppose, for example, that it is necessary to introduce into the graph 𝐺1 two strictly parallel directed edges from the vertex 𝑣2 to the vertex 𝑣4 and one undirected edge between the vertices 𝑣3 and 𝑣7. This means that in this case 𝑙24 +=2 and 𝑙37 +=𝑙73 +=1. Then the adjacency matrix of the graph 𝐺1′′=𝐺1+2∙{𝑒Ԧሺ𝑣2,𝑣4ሻ}+{𝑒ሺ𝑣3,𝑣7ሻ} can be obtained by performing the following arithmetic sum: 𝐴ሺ𝐺1ሻ+𝐴𝑒+= ۉ ۈ ۈ ۈ ۇ 1 1 1 0 0 0 0000 1 0 0 0 0 1 1 1 000 0 1 0 0 0 0 0000 0 1 0 0 1 0 0 0 011 0 0 0 0 0 0 1 ی ۋ ۋ ۋ ۊ + ۉ ۈ ۈ ۈ ۇ 0 0 0 0 0 0 0000 0 0 2 0 0 0 0 0 001 0 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 000 0 0 1 0 0 0 0 ی ۋ ۋ ۋ ۊ = = ۉ ۈ ۈ ۈ ۇ 1 1 1 0 0 0 0000 1 0 2 0 0 111001 0 1 0 0 0 0 0000 0 1 0 0 1 000011 0 0 1 0 0 0 1 ی ۋ ۋ ۋ ۊ =𝐴ሺ𝐺1′′ሻ. Conclusions. Some operations are more convenient to perform with adjacency matrices, and some with incidence matrices. However, the most common algorithms are still based on processing adjacency matrices. The same algorithms differ depending on whether directed or free graphs are involved in the operations considered. Depending on the types of graphs, there are also restrictions on the representation of meaningful information by matrices of these graphs. But in practical applications, these limitations are usually insignificant. Therefore, for each considered unary operation on graphs and each type of graph, it is possible to propose a series of some arithmetic operations that allow obtaining the matrix of a new graph or a clear, easily programmable algorithm for transforming the matrices of the initial graphs. None of the considered unary operations on graphs is impossible in matrix implementation, and the proposed algorithms can significantly simplify computer processing of graphs. References 1. Zykov A.A. (2007). Lectures on algebra. Odessa: Astroprint, 400p. 2. Gantmaker F. (2010) Matrix theory. Kyiv: Nadrukovano v Ukraini, 560p. 3. Yakimova N.A., Klishin N.E. (2022). Matrix representation of operations on graphs. Researches in mathematics and mechanics. Vol.27. Issue 1 – 2(38 – 39) , pp. 121 – 141. 4. Yakimova N.A. (2022) Discrete Mathematics. Part 1. Set theory. Graph theory. Odessa: ONU im. I.I. Mechnikova, 102p. 5. Yakimova N., Sharai N. (2024). Performing some operations on graphs using adjacency matrices.// Proceedings of the 10th International and Practical Conference «Theory and Practice of Science: Key Aspects» (September 19-20, 2024), Rome, Italy. – Pp. 184 – 196. 6. Yakimova N.A. (2019). Predicative logical matrices. Researches in mathematics and mechanics. Vol.24. Issue 2(34), pp. 67 – 74. 7. Yakimova N.A. (2023) Operations on bloc predicative matrices. Researches in mathematics and mechanics. Vol 28. Issue 1 – 2 (41 – 42), pp.185 – 199. 8. Yakimova N.A. (2025). Possibility of matrix representation of basic unary operations on graphs. SWorldJournal. Issue № 30. Part 2, pp. 147 – 153. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 7 Pedagogical sciences Introduction Modern higher education functions in the paradigm of the Fourth Industrial Revolution, where the dominant factors of development are information, data and artificial intelligence. In the Republic of Kazakhstan, as in the whole world, there is a forced role of digitalization in modern education. Digital technologies have ceased to be an auxiliary tool, becoming an integral part of the educational ecosystem, affecting the management of the educational process, the assessment of knowledge and, most importantly, the process of acquiring competencies. A special place among these technologies is occupied by the spread of AI technologies in the academic environment. The emergence and widespread adoption of generative models such as GPT, Gemini and Claude posed a challenge to the teaching community: either ignore these tools, risking lagging behind global trends, or actively integrate them, transforming teaching methods. The key skill that determines the success of the future scientific and professional activities of a university graduate is academic writing. It includes not only grammatical correctness, but also the logical structure, argumentation, correct citation and compliance with the genre requirements of scientific communication. In conditions where AI is able to generate coherent and stylistically verified text in a matter of seconds, the need to revise approaches to teaching this skill becomes critical. The relevance of the study is determined by the need to develop evidence-based strategies to harness the power of AI to "enhance" the learning process rather than "replace" it. The integration of chat-bots into the educational process is associated with a number of serious challenges to the integration of chat-bots into the educational process. These challenges lie both in the plane of pedagogy and in the field of academic ethics. The first group of problems is related to pedagogical efficiency. Over-reliance on automatic text generation can lead to atrophy of basic cognitive skills. Students can learn to "control" AI without mastering the very process of formulating thought, structuring evidence and critical self-reflection over their own text. The second group of problems forms the contradictions between technological capabilities and academic ethics. The ability to generate text indistinguishable from (or even superior in style to) human writing exacerbates the problem of plagiarism and academic bad faith. The question arises: where does the line between using AI as an intellectual assistant and using it as a tool to falsify authorship? Modern plagiarism detection systems often fail with LLM-generated content, necessitating the development of new evaluation approaches. USING CHAT-BOTS WHEN TEACHING ACADEMIC WRITING Xeniya Dumanova Uzbekali Zhanibekov South Kazakhstan Pedagogical University, Shymkent, Kazakhstan. Faculty: Foreign language: Two foreign languages. Master-Student. Abstract In the context of the rapid digitalization of higher education in Kazakhstan, the integration of artificial intelligence (AI) tools, in particular chat bots based on large language models (LLM), is becoming an inevitable trend. This article is a comprehensive analysis of the potential and risks of using chat-bots in the process of teaching students academic writing skills. The classification of modern AI tools, the specifics of the requirements for scientific text, as well as the world and Kazakhstan experience in their implementation are considered. Based on the analysis (including a review of the scientific literature of Kazakhstani teachers) and the proposed methodology, practical recommendations are formulated for teachers, students and university administrations on the ethical and effective use of these technologies to improve the quality and speed of mastering academic literacy. Particular attention is paid to the balance between automating routine tasks and maintaining critical thinking and originality of the author's contribution. Keywords: academic writing, chat-bots, artificial intelligence, higher education in Kazakhstan, digital pedagogy, LLM, academic ethics. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 8 In addition, it is necessary to take into account the specifics of the Kazakhstani educational space: language barriers (the need for high-quality academic writing in Kazakh and Russian), cultural features of academic communication and the availability of technology for all categories of students. The purpose of this study is to analyze the potential and develop guidelines for the effective and ethical use of chat-bots in teaching students academic writing skills in the context of higher education in the Republic of Kazakhstan. To achieve this goal, the following tasks were identified: 1. analysis of the potential of chat-bots for the development of academic writing skills: Classify the types of AI tools and determine their functionality in relation to the various stages of creating a scientific text (from planning to editing). 2. study of world and domestic experience: To conduct a comparative analysis of the introduction of AI in the teaching of writing in leading foreign universities and to study the first practices of application in universities in Kazakhstan, based on available scientific publications. 3. Development of practical recommendations for students: To formulate specific scenarios and examples of prompts (requests) for the use of chatbots as a support tool, and not a substitute for independent work. 4. Identification of risks and development of countermeasures: Systematize the main ethical and technological risks and propose mechanisms for their minimization in the educational process. Theoretical part Modern chatbots based on transformer architecture and trained on huge text data arrays (LLMs) are powerful generative systems. They are capable of not only answering questions, but also imitating complex cognitive processes such as the synthesis, analysis and paraphrasing of information. For the purposes of academic writing, it is advisable to classify AI tools by their main function in the educational process: 1. Generative chatbots (LLM): This is the most powerful class, including platforms such as OpenAI GPT-4, Google Gemini, Anthropic Claude. They are used to brainstorm, create drafts, summarize sources, and generate alternative formulations. Their strength lies in creating a coherent, contextually adequate text. 2. Discursive and educational chatbots: These systems are designed for interactive learning. They can act as a virtual tutor, ask the student clarifying questions on his theses, help build a logical chain or imitate a scientific discussion on a given topic. They focus on the * process * of thinking, not just the "product." 3. AI-based proofreaders and editors: These include specialized tools (such as Grammarly, LanguageTool, or built-in LLM features) that focus on improving stylistics, grammar, punctuation, and academic register compliance. They are useful in the final stages of editing. In the context of Kazakhstan's education, accessibility and functionality play a key role: • GPT (OpenAI): De facto standard. The GPT-4 model demonstrates a high degree of understanding of complex instructions (prompts) and is able to maintain a long context, which is critical when working on large scientific texts (term papers, theses). • Gemini (Google): Integrated into the Google Workspace ecosystem, which potentially facilitates its use in universities that actively use Google cloud services. It demonstrates strong capabilities in summarizing information from the web. • Claude (Anthropic): Often praised for a more "human" and less robotic writing style, as well as an enlarged context window, which allows you to analyze large volumes of source material (for example, several scientific articles at the same time). Academic writing is not just a literate statement of thought; it is a standardized way of transferring knowledge, requiring strict conventions to be followed. A qualitative scientific text, regardless of subject area, must meet the following quality criteria: 1. Clarity and Precision: Using unambiguous terminology, avoiding ambiguity and metaphors that are not related to the topic. 2. Coherence and Structure: The presence of a clear introduction (statement of the problem, goal, hypothesis), the main part (argumentation, evidence base) and conclusions (conclusions, significance). Transitions between paragraphs should be smooth and motivated. 3. Argument and Evidence: Each statement must be supported by a reference to an authoritative source or empirical data. 4. Objectivity and impersonality: Prevalence of impersonal constructions and third parties, minimization of personal assessments in favor of facts. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 15 This approach brings primary learners closer to real language use earlier than traditional textbooks allow. Pedagogical Idea The core pedagogical idea is to use authentic materials as a foundation for communicative, student-centered, and culturally meaningful learning. Authentic content helps children internalise language patterns naturally, encourages curiosity, stimulates imagination, and strengthens cultural awareness. By shifting from passive reception to active engagement, students become participants in communication rather than mere learners of rules. This aligns with modern pedagogical principles such as constructivism, CLT (Communicative Language Teaching), and multimodal learning. Methods Used in Practice In classroom practice, a range of methods is applied to maximise the effectiveness of authentic materials: • Pre-task activities: brainstorming, vocabulary preview, picture prediction. • Guided listening and viewing: watching short videos or cartoon clips with specific comprehension tasks. • Role-play and dramatization: acting out dialogues from stories, advertisements, or cartoons. • Game-based learning: “Find the object,” “Match the sound,” or “Guess the character” based on authentic input. • Project-based tasks: creating mini posters, simple dialogues, or story retellings inspired by authentic content. • Formative assessment: checklists, peer evaluation, and reflective drawing. These methods build confidence, promote interaction, and make learning memorable. Practical Classroom Examples with Instructions Example 1: Using a Cartoon Clip (Peppa Pig episode) Instruction: 1. Show a 1–2 minute clip. 2. Pre-teach 3–4 key words (e.g., “muddy puddle,” “jump,” “rain”). 3. Students watch and circle pictures of words they hear. 4. In pairs, students mimic a short dialogue from the cartoon. 5. Draw their favourite scene and describe it using simple sentences. Example 2: Using a Real Advertisement (Children’s cereal ad) Instruction: 1. Display the advertisement without sound – students guess the product. 2. Play the full video – students listen for familiar words. 3. Group task: create a “mini-ad” with pictures and simple sentences (“It is sweet”, “Good for breakfast”). Example 3: Using a Song (Super Simple Songs) Instruction: 1. Play the song once for listening. 2. Teach gestures for each keyword. 3. Sing together with actions. 4. Students complete a missing-word worksheet linked to the lyrics. MAIN BODY The integration of authentic materials into foreign language lessons for primary school learners represents a powerful pedagogical shift towards meaningful, student-centered, and culturally grounded instruction. Authentic materials—such as short videos, cartoons, children’s songs, illustrated storybooks, real-life dialogues, product labels, and simple advertisements—expose children to the language as it is genuinely used in everyday communication. This creates a natural micro-immersion environment that traditional textbooks alone cannot provide. The pedagogical idea at the core of this approach is to make language learning real, relevant, and emotionally engaging for young learners. First and foremost, authentic materials help children develop communicative competence by offering language input that reflects actual patterns of speech, intonation, rhythm, and cultural context. Unlike scripted textbook dialogues, authentic resources present children with spontaneous, natural interactions. This supports listening comprehension and fosters early phonological awareness. Young learners imitate sounds, rhythms, and expressions they hear, which directly contributes to more confident speaking. Research highlights that children acquire language more effectively when exposed to real communicative situations, and authentic materials provide exactly such exposure in age-appropriate ways. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 16 Another essential component of this pedagogical idea is the creation of an engaging learning environment. Primary school learners have short attention spans and strong emotional responses; thus, the visual richness, humour, music, and motion inherent in authentic materials keep them motivated. For instance, colourful cartoons like Peppa Pig, simple English songs, or animated picture books capture children’s attention and make learning feel like play. When learning is enjoyable, students participate more actively, retain information longer, and develop a positive attitude toward the foreign language. A key methodological principle in using authentic materials is scaffolding. Teachers must carefully guide learners through the content to ensure understanding without oversimplifying the authentic nature of the material. Effective scaffolding includes pre-teaching essential vocabulary, predicting content through pictures, repeated viewing or listening, breaking down longer texts, and using visual supports. These strategies reduce cognitive load and enable young learners to succeed even when exposed to language above their current proficiency level. The goal is not to simplify the material itself, but to adjust the learning process to the student’s developmental stage. Authentic materials also contribute significantly to cultural awareness. Young learners gain insight into the everyday life, traditions, and values of native speakers through real images, songs, celebrations, and spoken expressions. Early exposure to culture helps build intercultural competence, which is an important aspect of modern language education. For example, using a short video about English breakfast, a holiday celebration, or a simple English playground song introduces children to cultural practices while simultaneously developing vocabulary and listening skills. The pedagogical idea further emphasizes the importance of multimodal learning. Authentic materials naturally combine audio, visual, linguistic, and contextual elements. This aligns with how young children learn: through multiple sensory channels. When students watch a cartoon, listen to a song, act out a dialogue, and engage in hands-on activities such as drawing, matching, or role-play, they process information more effectively. Multimodal learning deepens comprehension and supports different learning styles. In classroom practice, authentic materials enhance interaction and collaboration. Students work in pairs or groups to retell a story, act out a dialogue, complete a listening task, or create a mini-project based on what they have watched or read. These cooperative tasks develop not only language skills but also social and emotional competencies such as turn-taking, expressing ideas, and offering support to peers. Overall, this pedagogical idea positions authentic materials as a transformative tool that elevates the quality of foreign language learning in primary school. By making lessons more natural, meaningful, and culturally rich, authentic resources help teachers design lessons that reflect real communication and engage learners holistically. Through thoughtful planning, scaffolding, and creative implementation, authentic materials become a bridge between the classroom and the real world, providing young children with the foundation for lifelong language learning. CONCLUSION The use of authentic materials in lesson planning for foreign language classes in primary school represents a significant pedagogical advancement that aligns with modern educational demands for communicative, culturally responsive, and student-centered learning. Throughout this pedagogical idea, it becomes clear that authentic materials not only enrich the linguistic input available to young learners but also enhance motivation, engagement, and long-term language retention. By integrating real-world language resources—such as cartoons, children’s songs, simple advertisements, illustrated stories, classroom dialogues, and multimedia clips—teachers provide learners with meaningful exposure to natural language patterns, intonation, pronunciation, and everyday vocabulary that traditional textbooks alone cannot fully offer. Authentic materials play an essential role in developing communicative competence from an early age. They allow children to interact with language as it is genuinely used by native speakers, helping them internalise phonological features, conversational structures, and pragmatic elements of communication. Such exposure fosters greater confidence in speaking and listening, enabling students to participate more actively in classroom interactions. Moreover, authentic resources support multimodal learning, combining visual, auditory, linguistic, and contextual cues that are particularly effective for primary learners, who tend to respond strongly to sensory-rich and emotionally engaging content. Another important conclusion is the contribution of authentic materials to cultural awareness. When young learners encounter real-life songs, celebrations, routines, and visual representations of everyday life from English-speaking cultures, they gain a broader understanding of how language functions IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 17 within its cultural context. This early intercultural competence prepares them to become open-minded, globally aware individuals who can navigate different cultural environments with respect and curiosity. However, the successful integration of authentic materials requires careful methodological planning. Teachers must select age-appropriate resources, adapt content through scaffolding, and design tasks that guide learners from comprehension to meaningful communication. Effective strategies include pre-teaching vocabulary, using prediction activities, breaking materials into manageable segments, and incorporating visual supports. Additionally, game-based tasks, role-play, pair work, and simple project activities make learning both accessible and enjoyable. When authentic materials are implemented thoughtfully, they transform the classroom into a dynamic learning environment that mirrors real-life communication. Ultimately, this pedagogical idea demonstrates that authentic materials are not merely supplementary resources but essential tools for modern foreign language instruction at the primary level. Their purposeful use strengthens linguistic, cognitive, emotional, and cultural development simultaneously. By bridging the gap between the classroom and the real world, authentic materials prepare young learners for lifelong language learning and foster positive attitudes toward foreign language study. Therefore, incorporating authentic materials into lesson planning should be viewed as a fundamental component of innovative, effective, and future-oriented foreign language education. References 1. Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60–69. 2. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. 3. Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55(4), 347–353. 4. Nunan, D. (2015). Teaching English to Young Learners. Anaheim University Press. 5. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press. 6. Tomlinson, B. (2013). Developing Materials for Language Teaching. Bloomsbury. 7. Brewster, J., Ellis, G., & Girard, D. (2004). The Primary English Teacher’s Guide. Pearson. 8. Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Language Learning & Technology, 13(1), 95–110. 9. Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning. Cambridge University Press. 10. Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman. 11. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press. 12. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 18 A foreign language has great potential for education and development. The main direction of Foreign Language Teaching Methods is to form cross-cultural communication skills, provide practical knowledge of foreign languages, and communicate with native speakers of the language being studied. This is a method of communication for the personality of the student, it allows us to use the nature of language as a means of human activity, a means of personality formation, so that we can closely link the educational process with the needs and direction of the student's life. Therefore, the cross-cultural aspects of Foreign Language Teaching are the most relevant. Although actively concerned about the formation of students ' cross-cultural ability, the process of forming a qualified personality in cross-cultural communication has not been fully studied. In addition, many teachers and methodologists speak first of all about the formation of cross-cultural abilities when studying in higher education institutions, although today children are familiar with and enter the culture of others even before graduation. From this we can conclude that cross-cultural competencies should be actively developed in schools. Secondary school, especially higher education, is the time when students begin to form the concept of personality, self-awareness, self-esteem, perception of the world around them, so it is necessary to form the right concept of cross-cultural communication. The ongoing process of globalization has led to an increase in interaction between different countries, peoples and their cultures. This impact is achieved through cultural exchanges and direct contacts between state institutions, social groups, social movements, scientific cooperation, trade, tourism, etc. Educational institutions often exchange students and students, teachers organize joint projects and internships abroad, thus participating in intercultural exchanges and cultural dialogue. The realization of mutual understanding in the process of cross-cultural communication is facilitated by cross-cultural capacity. Cross-cultural ability is the ability to speak a foreign language, taking into account cultural differences and thinking patterns. The study of the issue of cross-cultural communication involves familiarity with the following phenomena and concepts: the principle of communication, the main functions of culture, the impact of Culture on perception and communication in various fields and types, the parameters that describe the impact of Culture on human activities and social development. The formation of intercultural competencies should take into account the development of opposability to participate in cultural dialogue on the basis of the principles of mutual respect, tolerance of cultural differences and overcoming cultural barriers. The purpose of intercultural education is to develop opposability to communicate across cultures, to promote students understanding of belonging to a particular ethnic group and to familiarize them with the traditions and cultural characteristics of representatives of other cultures. A modern man who speaks a foreign language is involved in the process of communicating with other people, who are representatives of his culture. In this regard, students of a foreign language need not only to have a wealth of vocabulary and a decent pronunciation, to know that the grammar of a foreign language is good, but also to form cross-cultural skills. This ability involves achieving the level of language ability, which, first of all, allows you to flexibly respond to various unexpected turns in the conversation; secondly, determine the appropriate way of speech behavior; thirdly, it is wrong to choose specific funds from a wide arsenal, and fourthly-to use these funds in accordance with the proposed situation. DEVELOPING СROSS-СULTURAL СOMMUNICATION SKILLS IN FOREIGN LANGUAGE EDUCATION Yerlan Akmaral Al-Farabi Kazakh National University Abstract This article is devoted to the problem of formation of intercultural competence of students in foreign language classes. It addresses a number of issues related to the formation of cross-cultural competence in the process of teaching foreign language communication, taking into account the cultural and mental differences of native speakers, which is a necessary condition for a successful dialogue of cultures. Keywords: foreign language, cross-cultural competence, English, communicative. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 19 The formation of cross-cultural competencies involves the interaction of the two cultures in several ways: the act of familiarizing the national culture of the target language with a foreign language and exploring the carrier of foreign culture; the influence of foreign languages and foreign cultures, indigenous languages and behavior in local culture; the development of personality is influenced by both cultures. With these directions in mind, it is necessary to consider how to form a student's cross-cultural abilities. In the process of mastering a foreign language, students learn materials that reflect the function of the language in the natural environment, verbal and nonverbal behavior of native speakers in various communicative situations, and reveal behavioral characteristics associated with folk customs, traditions, social structures, national characteristics. First of all, this is done with the help of original materials (original text, audio recordings, video), from the point of view of language design, containing normative and linguistic cultural information. In order to prevent possible conflicts in inter-ethnic relations, it is important to understand the national and cultural characteristics of the conduct of foreigners. Therefore, when learning a foreign language, students need not only to know their vocabulary, grammar and syntactic characteristics, but also to be able to correctly react to replicas of their native language, correctly use facial expressions and gestures, apply formulas of speech etiquette, and understand the cultural and historical characteristics of the country being studied. The implementation of cross-cultural communication means that a person is willing not only to perceive representatives of another culture with all ethnic and spiritual characteristics, but also to have the ability to self-change. When learning a foreign language, students encounter linguistic and cultural phenomena and compare them with native language phenomena. For example, when learning the vocabulary and grammatical structure of a foreign language, students should refer to the knowledge acquired in language course in order to determine the similarities and differences of language phenomena and their areas of use. The study of foreign cultures leads to the need for students to refer to the cultural and historical facts of their country. Therefore, by learning a foreign language and participating in crosscultural exchanges, students have a deeper understanding of their mother tongue and mother tongue culture. The formation of cross-cultural competencies also includes the acquisition of the following skills: to see not only what distinguishes us from representatives of another culture, but also what unites us; to change assessments by understanding another culture; to abandon stereotypes; and to use knowledge of another culture to gain insight. Cross-cultural ability is formed in the process of teaching foreign language communication, taking into account the cultural and spiritual differences of native speakers, is a necessary condition for the success of cultural dialogue. Understanding the problems that may arise in cross-cultural communication between representatives of different cultures, understanding values and generally accepted codes of conduct are important factors in learning a foreign language. When students are ready to communicate correctly with them, they can avoid misunderstandings, misunderstandings about behavior and incorrect use of language, misunderstandings about the reaction of the interlocutor, and possible conflicts in assessing the situation. The ability to break down cultural values in student behavior helps him to become a good expert in interacting with representatives of the international community. The textbooks are based on the reality of the country in which the language is studied. Contains a variety of information. Students will be able to learn about the history, geography, life and culture not only of our country, but also of the country where the language is learned. The textbook contains a large number of illustrations, color photos, illustrations, a local history dictionary, and Multimedia discs. Any sample of printed information (theater and bus tickets, letterhead, telegrams, magazines, newspapers, calendars, etc.). The students brought from the country where the language is learned are attractive because they reflect the current reality of the country. The modernization of the educational system has led to the fact that the modern goal of teaching foreign languages and culture is now not to master a certain system of knowledge and skills, but to prepare for real cross-cultural communication. The term "intercultural communication" is widely used in modern methodology and its explanation is very clear. This term defines the specific process of interaction between a group of communication partners belonging to different linguistic and ethnic cultural communities. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 20 Due to the lack of knowledge of the characteristics of foreign languages at the school level, crosscultural communication is characterized by several specific characteristics, the most important of which are: The preparation of real cross-cultural communication in secondary schools is carried out in human conditions and in the absence of means-through the education of classmates of the same cultural carriers.; The main communication partner of a student learning a foreign language is a teacher, he is a carrier of culture, not culture, the carrier of a foreign language; Cultural patterns that mimic foreign languages can cause harm to students. The communication of university graduates with their foreign counterparts in a foreign language can be characterized by personal, ethnic, natural style; Cross-cultural communication, to ensure mutual understanding of interlocutors, requires foreign language communication activities, sufficient background knowledge, master the socio-cultural background of learning a foreign language. The ability to successfully communicate between cultures is called cross-cultural ability, including language ability and language and cultural ability. Language skills include having sufficient language tools to communicate with native speakers of a foreign language. Linguistic and cultural competence is a more complex concept, including having sufficient background knowledge to communicate effectively with representatives of another culture. Within the framework of cross-cultural communication and teaching, the content of cultural components is very important. This training is based on such a culture, such as the way of life, customs and beliefs of a certain group at a certain point in time. In this regard, the teaching of intercultural communication should be based on the concept of intercultural dialogue. The formation of intercultural competencies should be considered in the light of the development of the student personality, his ability and willingness to participate in cultural dialogue on the basis of the principles of cooperation, mutual respect, tolerance of cultural differences and overcoming cultural barriers. In the process of becoming familiar with foreign culture in the context of cultural dialogue, students rely on their cultural cognitive means to implement the means of foreign culture, new knowledge about foreign culture formed during the training process, and new knowledge about their culture created by foreign cultural knowledge. In addition to being willing to treat foreign cultures as equals, students must also develop a positive attitude towards the reality of the language they are learning, which allows them to interact effectively with representatives of other cultures in some practice. Therefore, the modern goal of the teaching of foreign languages is to "contact" the personality of the student, the formation of his preparation, abilities and personal qualities, which allows him to carry out various types of speech and thought activities in conditions of social interaction with representatives of another culture, different linguistic worlds. The comprehensive nature of this goal is reflected in the interrelationship of its three aspects: pragmatism, cognition and teaching. References 1. Li, Y., Chookhampaeng, C., Chano, J., & Deng, X. (2023). Development of an EFL Curriculum Components to Promote Intercultural Communicative Competence for Chinese College Students. International Journal of Language Education, 7(4). 2. Liu, Y. (2012). Intercultural Communicative Teaching in the EFL Classroom. IRA International Journal of Education and Multidisciplinary Studies, 18(3). 3. Guo, L., Jiang, B., Wang, Y., & Gu, Z. (2022). Developing Intercultural Communicative Competence in Foreign Language Classrooms: A Study of EFL Learners in China. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 7(8). 4. Iswandari, Y. A., & Ardi, P. (2022). Intercultural Communicative Competence in EFL Setting: A Systematic Review. rEFLections, 29(2), 361–380. 5. Tran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3, Article 6. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 21 Introduction The ability to communicate effectively in writing is recognized as a cornerstone of academic success. At the basic stage of secondary school, students transition from constructing simple sentences to creating coherent paragraphs and structured essays. Developing strong written communication skills during this phase not only improves academic performance but also builds a foundation for lifelong learning. Reflective essays, as a genre, encourage students to introspect, analyze their learning experiences, and articulate ideas in a structured form, making them an essential component of modern English instruction. Research has shown that integrating reflective writing into the curriculum helps learners develop both linguistic and cognitive skills. According to Moon (2006), reflective writing enhances metacognition, enabling students to connect personal experiences with academic content and thereby improve comprehension and expression. This paper focuses on the potential of reflective essays to develop students’ written communication skills at the basic secondary school level. The Nature of Reflective Essays Reflective essays are a hybrid form of writing that combines personal reflection with analytical reasoning. Unlike traditional essays, which often emphasize factual content or argumentation, reflective essays require learners to explore their personal experiences and interpret their significance. A typical reflective essay at the secondary school level might ask students to reflect on an English lesson, a reading activity, or a personal learning challenge. For example, students may describe a moment when they struggled with pronunciation or vocabulary, analyze why it was difficult, and suggest strategies for improvement. This process encourages critical thinking while developing students’ ability to organize ideas logically. Reflective writing also promotes self-awareness. Rodgers (2002) emphasizes that reflective practices enable learners to understand how their experiences influence their thought processes and learning outcomes. At the basic stage, this self-awareness can support language acquisition by helping students recognize gaps in their understanding and identify strategies for improvement. Benefits of Reflective Essays in Developing Written Communication Skills 1. Enhancement of Critical Thinking Reflective essays encourage students to evaluate their experiences and articulate the reasoning behind their actions. By analyzing their learning processes, students develop the ability to construct coherent arguments and justify their opinions. For example, a student might reflect on why a particular reading strategy helped them understand a text better, connecting experience with theory. 2. Improvement of Language Accuracy and Vocabulary Reflective writing motivates learners to choose precise vocabulary and grammatical structures to convey nuanced ideas. As students describe experiences and emotions, they experiment with adjectives, adverbs, and complex sentences, gradually expanding their linguistic repertoire. A classroom study by Boud, Keogh, and Walker (1985) highlighted that students who regularly wrote reflective journals demonstrated significant improvement in sentence variety and lexical range. DEVELOPING WRITTEN COMMUNICATION SKILLS THROUGH REFLECTIVE ESSAYS IN ENGLISH LESSONS AT THE BASIC STAGE OF SECONDARY SCHOOL Zhanbyrshieva Zhanel Askhatkyzy student of Ablaikhan university,Almaty, KZ Zhumabekova Galiya Bayskanovna candidate of Pedagogical sciences, Professor Abstract Developing written communication skills is a fundamental objective of English education at the secondary school level. Reflective essays provide a unique platform for students to engage with language while connecting it to their personal experiences, fostering critical thinking, self-expression, and clarity in writing. This paper explores the pedagogical benefits of reflective essays in enhancing written communication skills at the basic stage of secondary education. It examines teaching strategies, practical classroom applications, common challenges, and recommendations for teachers aiming to implement reflective writing effectively. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 22 3. Encouragement of Self-Expression Reflective essays provide a safe platform for personal expression. At the basic stage, many students lack confidence in writing; reflective tasks allow them to share experiences without fear of strict evaluation. For instance, a student might describe how learning a poem in English made them feel accomplished, thus linking emotion to language use. 4. Development of Organizational Skills Writing reflective essays requires planning, structuring ideas, and linking paragraphs logically. Students learn to develop an introduction, body, and conclusion, while ensuring smooth transitions. This organizational practice not only improves essay writing but also reinforces general communication skills. Pedagogical Strategies for Teaching Reflective Essays 1. Scaffolded Writing Teachers can support students by breaking down the writing process into clear stages: brainstorming, outlining, drafting, revising, and final submission. Providing guiding questions such as “What did I learn?” or “How did I feel?” helps learners articulate reflections more effectively. Sentence starters like “I noticed that…” or “I found it challenging when…” give structure while encouraging creativity. 2. Peer and Self-Assessment Peer feedback promotes collaborative learning, while self-assessment fosters metacognitive skills. For example, students can exchange essays and provide constructive comments on clarity, grammar, and idea development. Self-assessment checklists, including questions like “Did I clearly explain my thoughts?” help learners critically evaluate their writing and identify areas for improvement. 3. Use of Prompts and Stimuli Reflective prompts related to classroom activities, texts, or personal experiences stimulate meaningful engagement. Examples include: “Describe a challenge you faced during a group project and how you resolved it.” “Reflect on a reading that surprised or interested you and explain why.” “Think about a mistake you made in class and what you learned from it.” These prompts guide students’ thinking while allowing room for personal expression. 4. Integration of Technology Digital platforms such as online journals or collaborative writing tools make reflective writing more interactive. Students can write, revise, and share essays digitally, receiving immediate feedback from peers and teachers. Platforms like Google Docs or Padlet can also archive reflective essays, enabling longitudinal tracking of students’ progress. 5. Mini Case Example In a 7th-grade English lesson, students were asked to write a short reflective essay about a reading activity. After drafting, each student exchanged essays with a partner and highlighted two areas of strength and one area for improvement. The teacher then conducted a guided discussion on common errors, reinforcing learning. This approach combined reflection, peer feedback, and teacher guidance, resulting in noticeable improvement in clarity and coherence over four weeks. Challenges in Implementing Reflective Writing Despite its benefits, teaching reflective essays presents challenges: Lack of student confidence: Some learners may struggle to express personal opinions or fear making mistakes. Balancing personal and academic writing: Students often focus too much on personal narrative, neglecting essay structure or linguistic accuracy. Time constraints: Reflective writing can be time-consuming, requiring careful planning to integrate effectively into lessons. Teachers can overcome these challenges by providing clear instructions, exemplars of good reflective writing, and ongoing encouragement. Gradual introduction and consistent practice are key to success. Practical Recommendations To maximize the effectiveness of reflective essays, educators should: 1. Introduce reflective writing gradually, starting with short guided reflections. 2. Emphasize the process over the product, encouraging drafts and revisions. 3. Foster a supportive classroom environment where students feel safe sharing experiences. 4. Use exemplars to demonstrate structure, tone, and language. 5. Encourage cross-curricular connections, linking reflective writing to other subjects and life skills. Conclusion IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 23 Reflective essays are a powerful tool for developing written communication skills at the basic stage of secondary education. They enhance critical thinking, language accuracy, self-expression, and organizational skills. Although challenges exist, careful planning, scaffolding, and supportive practices allow students to engage meaningfully with reflective writing. Integrating reflective essays into English lessons not only improves writing proficiency but also cultivates self-awareness, critical thinking, and lifelong learning habits. References 1. Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Kogan Page. 2. Langan, J. (2018). College writing skills with readings (10th ed.). McGraw-Hill Education. 3. Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. 4. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. 5. Ryan, M. (2013). Reflective practice for teachers. Sage Publications. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 24 In modern higher education, academic reading is considered not just as the ability to understand a text, but as a complex type of cognitive activity, including the analysis, interpretation and critical evaluation of information. The mastery of this skill is directly related to the successful mastering of educational material, the performance of research work and the participation of students in academic discourse. In the context of the expansion of the international educational space, English is becoming a universal means of professional interaction, and the ability to work with authentic scientific texts is an essential component of the education of future specialists. Despite the importance of academic reading, many students have difficulties with understanding specialized vocabulary, identifying key ideas, structuring information, and critically comprehending what they read. Research in the field of foreign language teaching methods shows that reading problems are often associated not only with an insufficient language level, but also with the lack of formed reading strategies necessary for working with scientific literature. Successful mastery of academic reading strategies allows students to effectively extract and systematize information from authentic English-language sources, discuss it, and use it for educational, professional, and research purposes when creating their own scientific, official, business, or journalistic texts. That is why the development of methodically based learning tasks becomes the most important condition for the formation of meaningful and critical reading skills. Despite the growing interest in this problem, the methodological foundations for designing effective learning tasks for teaching academic reading remain insufficiently developed. In this regard, it is important to systematize the pedagogical principles that should underlie the creation of such tasks and ensure the active interaction of students with the text. The purpose of this article is to analyze the key pedagogical principles that determine the quality of designing learning tasks for the formation of academic reading skills in English. The work is of an overview and methodological nature and is addressed to teachers and methodologists seeking to improve the effectiveness of teaching in a modern university. Reading takes a special place among the types of speech activity, since it is both a goal and a means of learning a foreign language. For effective learning, it is necessary to take into account the variety of types of reading and the goals for which students turn to the text. Since it is the goal setting that determines the strategy of understanding. As one of the basic language skills, reading opens up access to new knowledge and promotes the development of other competencies: writing, speaking, listening. In an educational environment, this is PEDAGOGICAL PRINCIPLES OF DESIGNING EFFECTIVE LEARNING TASKS FOR ACADEMIC READING Zhumagaliyeva Amina Alpamysovna Doctoral Student, Foreign Languages Theory and Practice Department, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan Abdyhalykova Akzhan Myrzakadyrovna Candidate of Pedagogical Sciences, Associate Professor, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan Abstract The article is devoted to the pedagogical principles of creating effective learning tasks for Academic reading in English. Academic reading is a key skill for university students, but many of them have difficulties with understanding scientific texts, identifying key ideas, and critically analyzing information. The work presents a theoretical and methodological overview of approaches for teaching Academic reading. The basic principles of assignment composition are considered: integrity, consistency, authenticity, variability and motivation. Examples of tasks demonstrating the application of these principles in practice are given. The article highlights the importance of structured and methodically based assignment design for the development of students' academic reading and critical thinking skills. And outlines areas for future research in the field of the learning tasks methodology. Keywords: Academic reading, learning tasks, pedagogical principles, higher education. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 31 Figure 2 - Average score for oral communication skills (on a 10-point scale) Figure 2 shows the dynamics of changes in speaking skills of master's degree students in the control and experimental groups before and after the experiment. Before the start of the training, the differences between the groups were minimal: the control group had an average score of 5.6, and the experimental group had 5.9. Upon completion of the four-week program, during which the master's degree students in the experimental group actively used podcasts, their average score increased to 8.1. At the same time, the control group, taught using the traditional method, achieved only 6.4 points. Thus, the increase in the experimental group was 2.2 points, while in the control group it was only 0.8. These data allow us to conclude that the use of podcasts has a significantly stronger impact on the development of oral speech in master's degree students than standard teaching methods. Podcasts probably contributed to increased motivation and engagement of master's degree students, and also provided more authentic and varied speech samples, which influenced the improvement in results [8, 523-526]. Figure 3 - Level of motivation and involvement (on a scale from 1 to 5 based on the survey results) Figure 3 illustrates the level of non-motivational factors of learning in master's degree students in the control and experimental groups after the experiment, in particular - interest in learning, satisfaction and independence. For all three indicators, the experimental group that used podcasts demonstrated significantly higher results. Thus, their interest in learning was 4.6 compared to 3.2 in the control group. The level of satisfaction in the experimental group was especially high - 4.7 versus only 0.5 in the control group. This suggests that traditional methods practically did not cause a positive emotional response in master's degree students. The independence indicator is also higher in the experimental group (4.4 versus 3.1), which indicates that podcasts contributed to the development of self-regulated learning skills. Thus, podcasts not only improved language skills, but also had a positive effect on the motivation, engagement and autonomy of master's degree students [9, 1336-1340]. 0 1 2 3 4 5 6 7 8 9 Before the experiment After the experiment 6,2 6,7 6,1 8,5 Control group Experimental group 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 5 Interest in learning Satisfaction Independence 3,2 0,5 3,1 4,6 4,7 4,4 Control group Experimental group IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 32 The obtained results demonstrate a clear advantage of using podcasts in teaching English compared to traditional audio materials. The experimental group showed a significant improvement in both listening and speaking skills. It is especially indicative that the increase in speaking skills in the experimental group was +2.4 points - this is explained by active tasks: summarizing, debates, discussion of the content of podcasts. Thus, podcasts contributed not only to the passive perception of information, but also to the development of productive speech skills [10, 875-880]. In addition to cognitive results, a significant increase in motivation is observed in master's degree students in the experimental group. The higher level of engagement is explained by freedom of choice, interesting topics, availability of the format and flexibility of use. This confirms the thesis about the importance of the emotional component in the process of learning a foreign language. It is also worth noting the positive feedback from graduate students about the introduction of podcasts into the educational process. Many of them reported increased confidence in speaking and easier perception of information by ear. In addition, graduate students began to use podcasts more often outside of academic assignments, which indicates the integration of language learning into everyday life - the most important indicator of the effectiveness of modern education. Thus, it can be concluded that the use of podcasts as an additional means of teaching English to graduate students has a positive effect on the level of language competencies and increases motivation for learning. Conclusion The conducted research allows us to state that the use of podcasts in teaching English to master's students is an effective pedagogical tool. The introduction of podcasts into the educational process contributes not only to the development of language skills, but also to the formation of sustainable motivation for learning a foreign language, as well as to the growth of involvement and independence of students. One of the key findings is that podcasts significantly improve listening skills. Authentic audio materials presented in podcasts allow master's students to hear live, natural speech with different accents, intonations and tempos. This develops the flexibility of listening perception and helps to better adapt to real communicative situations that they may encounter in a professional or academic environment. In addition, podcasts contribute to the active development of oral speech. Tasks that accompany listening, such as retelling, discussion, participation in debates and presentations, allow master's students to use the knowledge they have gained in practice. This not only strengthens productive speaking skills, but also increases self-confidence, reduces fear of public speaking and helps to form clear and logical arguments in a foreign language. It is important to note that podcasts have a positive effect on the emotional perception of the learning process. Thanks to interesting topics, a varied format, the ability to choose the content and listening time, students develop a personal interest in learning the language. The element of novelty and involvement makes learning more lively and motivating. Master's students feel that language learning goes beyond standard exercises and becomes part of their everyday life. This, in turn, contributes to the sustainable formation of a language environment outside the classroom. The development of autonomous learning skills deserves special attention. Podcasts provide master's students with freedom of choice - they decide for themselves which topics are most interesting to them, at what pace and format they want to work. Such freedom contributes to the development of metacognitive strategies: students learn to plan their learning, monitor progress, correct weaknesses and apply knowledge in new situations. This is especially important in the context of training specialists who will work in a rapidly changing digital and multilingual environment in the future. Teachers should differentiate the levels of students and interests to give them the proper materials. (11) The use of podcasts also allows the teacher to implement a flexible and modern approach to teaching. The ability to integrate podcasts into face-to-face, blended and distance learning makes this tool universal. It easily adapts to various learning environments and styles of information perception, which is especially important when working with master's students with different levels of training and professional interests. As a result of the analysis, it can be stated that podcasts contribute to the formation of a wide range of competencies: from linguistic and communicative to digital and critical thinking. This makes them not just an auxiliary tool, but a full-fledged element of an educational strategy aimed at developing a comprehensively trained, creative and independent specialist. In addition, the use of podcasts helps to integrate a foreign language into the daily life of students, forming a habit of constant interaction with the language in an informal but productive form. Thus, we can conclude that podcasts are a powerful tool that can revive the learning process, make it more interactive, modern and focused on the real needs of master's students. Their use allows not only to improve the level of language training, but also to form a positive attitude towards learning English as an important resource for professional IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 33 growth and academic mobility. Podcasts has been utilized every single day. The options are varied depending on the topics they like. [12] Listening to podcasts not only in the classroom but also outside helps students develop critical thinking and creative skills. [13] There are limitless sites for students. Different approaches impact different individuals; some people prefer apps, some of them video podcasts, others audiobooks and so on.[14] Practicing listening is vital in our century. [15] References 1. A. Adawiyah, D. Nurfajrin, M.F. Munsi and A. Hasanah. (2021). “Podcast Media as a line learning alternative and stimulation of student language skills”, Connects 2021 Proceedings. —pp. 276-282. https://www.researchgate.net/publication/353458451_PODCASTS_IN_LANGUAGE_LEARNING_RESEARCH_REVIEW_AND_FUTURE_PERSPECTIVES 2. T. Abdulrahman, N. Basalama and M.R. Widodo. (2018) “The Impact of Podcasts on EFL Students' Listening Comprehension”, International Journal of Language Education, 2(2).— pp. 23-33. https://www.researchgate.net/publication/326679695_The_Impact_of_Podcasts_on_EFL_Students'_Listening_Comprehension 3 D. Indahsari. (2020). “Using podcast for EFL students in language learning”, JEES (Journal of English Educators Society), 5(2).—pp.103-108. .https://www.researchgate.net/publication/346542839_Using_podcast_for_EFL_students_in_language_learning 4. Anggraini, D. I., & Hartati, E. (2022). An Analysis of Intonation Pattern in the Pre-Service English Teacher’s Talks. English Education and Literature Journal, 3(2). —pp. 64-71. https://www.researchgate.net/publication/367437897_AN_ANALYSIS_OF_INTONATION_PATTERN_IN_THE_PRE_SERVICE_ENGLISH_TEACHER'S_TALKS 5. Odinokaya M.A., Nesvetova S.L. (2017). Educational podcasts in teaching foreign languages to students of a technical university // Interactive Science. No. 4 (14). — pp. 61–63. 6. Camelia, R. D. A., Aditya, M. Y., & Ridwan, A. (2021). Podcasts: Improving Students’ Extensive Listening Skills. English Teaching Journal, 9(1). —pp. 54-59. https://e-journal.unipma.ac.id/index.php/ETJ/article/view/8817/pdf 7. Marunevich O., Bessarabova O., Shefieva E., Razhina V. (2021). Impact of podcasting on English learners' motivation in asynchronous e-learning environment // SHS Web of Conferences. Vol. 110, 2021, 03006 // International Conference on Economics, Management and Technologies 2021 (ICEMT 2021) / S. Roshchupkin (Ed.). Yalta. https://www.shsconferences.org/articles/shsconf/pdf/2021/21/shsconf_icemt2021_03006.pdf 8. Dewaele, J. M. (2019). The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners. Journal of Language and Social Psychology, 38(4). —pp. 523-535. https://www.researchgate.net/publication/334432251_The_Effect_of_Classroom_Emotions_Attitudes_Toward_English_and_Teacher_Behavior_on_Willingness_to_Communicate_Among_English_Foreign_Language_Learners 9. Ediyani, M., Hayati, U., Salwa, S., Samsul, S., Nursiah, & Fauzi, M. B. (2020). Study on Development of Learning Media. Budapest International Research and Critics Institute May 3(2). —pp. 1336-1342. https://www.researchgate.net/publication/341824492_Study_on_Development_of_Learning_Media 10. M. Asoodar, S. Marandi, S. Vaezi and P. Desmet. (2016). “Podcasting in a virtual English for academic purposes course: Learner motivation”, Interactive Learning Environments, 24(4). —pp. 875896. https://www.researchgate.net/publication/264011236_Podcasting_in_a_virtual_English_for_academ ic_purposes_course_learner_motivation 11. Giawa, D. (2022). Teacher Strategies in Teaching Reading Comprehension at the Eighth Grade Student of Junior High School 1 Umbunasi. Jurnal Ilmiah Mahasiswa Keguruan, 1(2). –p. 34 http://etheses.uin-malang.ac.id/44357/1/18180039.pdf 12. Ray Pastore (2007). STUDENTS’ PERCEPTIONS OF PODCASTS IN THE CLASSROOM p 3 https://www.raypastore.com/knowledge/courses/550/Ray_Pastore_Podcasting_final_draft.doc 13. Dr. İsmail Yaman. (2016). The Potential Benefits of Podcasts for Language Learning, Volume: 6 Issue: 1 Article: 07 ISSN: 2146-7463 – p.28 https://www.researchgate.net/publication/314364155_The_Potential_Benefits_of_Podcasts_for_Language_Learning 14. Fernando Rosell-Aguilar (2009). Podcasting for language learning: Re-examining the potential. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 34 https://www.researchgate.net/publication/43642926_Podcasting_for_language_learning_Reexamining_the_potential 15. Lawrens Williams, Lee B.Abraham (2009) Electronic Discourse in Language Learning John Benjamins Publishing Company - p. 165 https://scholar.dlu.edu.vn/thuvienso/bitstream/DLU123456789/25937/1/Electronic_Discourse_in_Language_Learning%20and_Language_Teaching.PDF#page=164 Список литературы 1. А. Адавия, Д. Нурфаджрин, М.Ф. Манси и А. Хасана. (2021). “Медиа—подкасты как альтернатива онлайн-обучению и стимулирование языковых навыков учащихся”, Материалы конференции Connects 2021. -с. 276-282. https://www.researchgate.net/publication/353458451_PODCASTS_IN_LANGUAGE_LEARNING_RESEARCH_REVIEW_AND_FUTURE_PERSPECTIVES 2. Т. Абдулрахман, Н. Басалама и М.Р. Видодо. (2018) “Влияние подкастов на восприятие аудирования студентами EFL”, Международный журнал языкового образования, 2 (2).— с. 23-33. https://www.researchgate.net/publication/326679695_The_Impact_of_Podcasts_on_EFL_Stud ents'_Listening_Comprehension 3. Д. Индахсари. (2020). “Использование подкаста для студентов EFL при изучении языка”, JEES (Журнал общества преподавателей английского языка), 5 (2).—с.103-108. https://www.researchgate.net/publication/346542839_Using_podcast_for_EFL_students_in_language_learning 4. Анггрейни, Д. И., и Хартати, Э. (2022). Анализ интонационного рисунка в разговорах учителя английского языка перед началом работы. Журнал "Английское образование и литература", № 3 (2). —с. 64-71. https://www.researchgate.net/publication/367437897_AN_ANALYSIS_OF_INTONATION_PATTERN_I N_THE_PRE_SERVICE_ENGLISH_TEACHER'S_TALKS 5. Одинокая М.А., Несветова С.Л. (2017). Образовательные подкасты в обучении иностранным языкам студентов технического вуза // Интерактивная наука. № 4 (14). — с. 61-63. 6. Камелия, Р. Д. А., Адитья, М. Ю. и Ридван, А. (2021). Подкасты: развитие у учащихся навыков аудирования. Журнал по преподаванию английского языка, 9(1). —с. 54-59. https://ejournal.unipma.ac.id/index.php/ETJ/article/view/8817/pdf 7. Маруневич О., Бессарабова О., Шефиева Е., Ражина В. (2021). Влияние подкастинга на мотивацию изучающих английский язык в асинхронной среде электронного обучения // Веб-конференции SHS. Том 110, 2021, 03006 // Международная конференция по экономике, менеджменту и технологиям 2021 (ICEMT 2021) / С. Рощупкин (ред.). Ялта. https://www.shsconferences.org/articles/shsconf/pdf/2021/21/shsconf_icemt2021_03006.pdf 8. Дьюэле, Дж. М. (2019). Влияние эмоций в классе, отношения к английскому языку и поведения преподавателя на готовность к общению среди изучающих английский язык как иностранный. Журнал языка и социальной психологии, 38 (4). —с. 523-535. https://www.researchgate.net/publication/334432251_The_Effect_of_Classroom_Emotions_At titudes_Toward_English_and_Teacher_Behavior_on_Willingness_to_Communicate_Among_English_F oreign_Language_Learners 9. Эдияни М., Хаяти У., Салва С., Самсул С., Нурсия и Фаузи М. Б. (2020). Исследование по разработке средств обучения. Будапештский международный институт исследований и критики, 3(2) мая. — стр. 1336-1342. https://www.researchgate.net/publication/341824492_Study_on_Development_of_Learning_Media 10. М. Асудар, С. Маранди, С. Ваези и П. Десмет. (2016). “Подкастинг в рамках курса ”Виртуальный английский для академических целей: мотивация учащихся", Интерактивная среда обучения, 24(4). —стр. 875-896. https://www.researchgate.net/publication/264011236_Podcasting_in_a_virtual_English_for_academ ic_purposes_course_learner_motivation 11. Джава, Д. (2022). Стратегии учителя в обучении пониманию прочитанного у ученика восьмого класса средней школы № 1 Умбунаси. Журнал Илмия Махасишва Кегуруан, 1 (2). –с. 34 http://etheses.uin-malang.ac.id/44357/1/18180039.pdf 12. Рэй Пасторе (2007). ВОСПРИЯТИЕ УЧАЩИМИСЯ ПОДКАСТОВ В КЛАССЕ, стр. 3 https://www.researchgate.net/publication/43642926_Podcasting_for_language_learning_Reexamining_the_potential 13. Доктор Исмаил Джаман. (2016). Потенциальная польза подкастов для изучения языка, Том: 6 Выпуск: 1 Статья: 07 ISSN: 2146-7463 – с.28 IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 35 https://www.researchgate.net/publication/314364155_The_Potential_Benefits_of_Podcasts_f or_Language_Learning 14. Фернандо Роселл-Агилар (2009). Подкастинг для изучения языка: переосмысление потенциала. https://www.researchgate.net/publication/43642926_Podcasting_for_language_learning_Reexamining_the_potential 15. Лоуренс Уильямс, Ли Б.Абрахам (2009) Электронный дискурс в изучении языка издательства Джона Бенджаминса - стр. 165 https://scholar.dlu.edu.vn/thuvienso/bitstream/DLU123456789/25937/1/Electronic_Discourse_in_Language_Learning%20and_Language_Teaching.PDF#page=164 IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 36 Pharmaceutical sciences Кашлицата е едно от най-често срещаните възпаления на горните дихателни пътища. Тя е физиологичен защитен рефлекс, който може да възникне поради дразненето на дихателните пътища от чужди частици, секрети, бактерии и дразнещи вещества. Целта й е да подпомогне дихателната система, нормалното дишане и да поддържа здравето на белите дробове. Тази грижа за дихателната система се извършва чрез отделянето на чуждите частици. Рецепторите, които са разположени в лигавицата на трахеята и бронхите, реагират на наймалкото дразнене и предизвикват съкращаване на дихателните мускули (диафрагма, междуребрени мускули и др.) Кашличният рефлекс е изграден от три етапа: дълбоко вдишване, блокиране на въздуха в ларинкса и след това бързо издишване чрез грубо отваряне на глотиса (отвора на ларинкса). Кашлицата може да се различава по своята продължителност и характер. Тя може да има краткотрайни пристъпи, но редовни, може и да са продължителни с ниска или висока интензивност, също така могат да са придружени с тежка болка в гърдите. Също така, тя може да се предизвика доброволно или да се активира като рефлекс. Поради това, че кашлянето е често срещан симптом, е препоръчителна консултацията с лекар, за по-бързо излекуване. За да се назначи адекватно лечение, трябва да се знае какъв е типът на кашлицата - суха или влажна (продуктивна). Най-предпочитаните лекарствени продукти за лечение на кашлица, било то суха или влажна, са продуктите на растителна основа. ВИДОВЕ КАШЛИЦА Сухата кашлица е позната още и като непродуктивна или дразнеща. За разлика от влажната, при сухата кашлица дразненето на дихателните пътища не е придружено с ТREATMENT OF DRY AND WET COUGH WITH HERBAL MEDICINES A. Cholakidu 1 G. Kraeva2 1Assistant, Medical University – Pleven, Department of Social and Pharmaceutical Sciences 2Assistant, Medical University – Pleven, Department of Social and Pharmaceutical Sciences ЛЕЧЕНИЕ НА СУХА И ВЛАЖНА КАШЛИЦА С РАСТИТЕЛНИ ДРОГИ А. Чолакиду1 Г. Краева2 1Асистент, Медицински университет – Плевен, катедра „Социални и фармацевтични дейности“ 2Асистент, Медицински университет – Плевен, катедра „Социални и фармацевтични дейности“ Abstract Coughs can vary in duration and nature. In order to prescribe adequate treatment, it is necessary to know what type of cough it is. The most preferred medicinal products for the treatment of cough are herbal products. Резюме Кащлицата може да се различава по своята продължителност и характер. За да се назначи адекватно лечение е необходимо да се знае какъв тип е кашлицата. Найпредпочитаните лекарствени продукти за лечение на кашлицата са продуктите на растителна основа. Keywords: cough, dry, wet, herbal products, expectorants Ключови думи: кашлица, суха, влажна, растителни продукти, експекторанти IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 37 производство или изкашляне на слуз (или храчка). Дори и да няма наличие на храчки, сухата кашлица може да е болезнена, изтощителна и е възможно започването на порочен кръг, т.е. кашлянето дразни дихателните пътища, чрез което провокира следващи пристъпи на кашляне. За ограничаване развитието на сухата кашлица е нужно да се използват лечебни растения, които съдържат полизахариди, тъй като те имат имуномодулиращ ефект. Използват се също лечебни растения съдържащи слузни вещества, поради тяхната функция да образуват защитен слой върху лигавицата срещу дразнителите. Влажната кашлица или още позната като продуктивна, се характеризира с периодично отделяне на слуз или храчки. Храчките могат да са плътни, лепкави субстанции, които се секретират от лигавиците и жлезистите клетки, те задръстват дихателните пътища. Влажната кашлица често може да е предшествана от суха кашлица. При инфекции на дихателните пътища в резултат на възпалението, бронхиалната слуз може да се трансформира в ексудат, който предизвиква кашлица, като рефлекс да се премахне дразнителя. В такива случаи се използват експекторанти, тъй като те намаляват вискозитета на мукозата и улесняват премахването му чрез кашлица. Използват се две групи растителни експекторанти за лечение на влажна кашлица - директни и рефлексни. Директни експекторанти съдържат етеричните масла добивани от различни растения, те се прилагат директно, чрез инхалиране, но приложени орално или трансдермално се екскретират в бронхите и имат същото действие, но забавено или удължено. Рефлексните ексепторанти съдържат сапонини, които дразнят гастроинтестиналната лигавица и по този начин предизвикват рефлекс на стимулиране на респираторната секреция, в резултат на увеличеното производство се намалява вискозитета на слузта. Най-често използваните лечебни растения за лечението на суха кашлица са: Лечебна ружа (Althaea Officinalis L., Malvaceae), Исландски лишей (Lichen islandicus, Parmeliaceae), Теснолист живовляк (Plantago Lanceolata, Plantaginaceae), Ленено семе (Linum usitatissimum, Linaceae). За лечението на влажна кашлица най-разпространените лечебни растения са: Бръшлян (Hedera helix, Araliaceae), Корен от Иглика (Primulae Radix, Primula veris, Primula elatior, Primulaceae), Градинска мащерка (Thymus vulgaris L., Lamiaceae), Женско биле (Glycyrrhiza glabra, Fabaceae), Евкалипт (Eucalyptus globules, Myrtaceae). ЛЕЧЕБНИ РАСТЕНИЯ ЗА ЛЕЧЕНИЕ НА СУХА КАШЛИЦА Лечебна РужаAlthaea officindlis L., Malvaceae Лечебната ружа се използва за лечението на суха кашлица, тъй като съдържа 5-10% полизахариди и слузни вещества, които образуват защитен слой за предпазване на лигавицата от дразнители. Ефектът й може да се дължи на потискането на мукоцилиарната активност на езофагиалния епител. Тя има омекчаващо и противовъзпалително действие. Корените на лечебната ружа проявяват противомикробно действие срещу различни патогени като Staphylococcus aureus, Proteus vulgaris и др. ЕМА е публикувала монография за растително лекарство с традиционна употреба със следните индикации: симптоматично лечение на орално и фарингеално дразнене съпроводено със суха кашлица, симптоматично облекчаване на гастро-интестинален дискомфорт. Приемът на продукт, който съдържа лечебна ружа едновременно с други лекарства може да намали усвояването на другия медикамент. Исландски лишей - Lichen islandicus, Parmeliaceae В него се съдържат 25-50% полизахариди. Те покриват лигавицата като създават защитен слой срещу дразнителите. Това доказва неговото омекчаващо, защитно и покривно действие върху лигавицата на дихателните пътища и стомашно-чревния тракт. Различни екстракти от Исландски лишей проявяват антимикробна активност, срещу редица патогенни бактерии. Стимулират гранулоцитната фагоцитоза инвитро. Основната му употреба е за успокояване на кашлицата при катари на горните дихателни пътища, при бронхити, коклюш, бронхиална астма и др. Като традиционен растителен лекарствен продукт може да се използва като омекчително средство за симптоматично лечение на орално или фарингеално дразнене свързано със суха кашлица и за лечение на временна загуба на апетит. Теснолист живовляк – Plantago Lanceolata, Plantaginaceae В теснолистния живовляк се съдържат 2-3% иридоидни гликозиди, фенилетаноиди, флавоноиди, танини, органични киселини, 5% слузни вещества, полизахариди. Полизахаридите се прилепват към лигавицата, образувайки мембрана и по този начин спомагат за намаляване дразненето и успокояват кашлицата. Воден екстракт има противомикробно действие срещу различни патогени, предизвикващи заболявания на дихателните пътища, като например: IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 38 Staphylococcus aureus, Streptococcus hemolyticus, Proteus vulgaris, Pseudomonas aeruginosa, Klebsiella pneumonie. Благодарение на иридоидните глюкозиди, заедно с фенилетаноидите, водните екстракти показват противовъзпалително действие при различни експериментални модели. Те инхибират образуването на NO и на ензима COX-2. Извлекът от него също спомага за епителизирането на рани. Съдържащите се иридоиди и фенилетаноиди имат спазмолитичен ефект. Приготвянето на чай от теснолист живовляк в домашни условия е един отличен лек за кашлицата. Той се приготвя, като в чаша се поставят 1-2 чаени лъжици сухи листа, които се заливат с 250мл. гореща вода и се оставя 10 мин, след което се прецежда. Тъй като теснолистният живовляк е леко горчив, може към чая да се добави мед за подслаждане. Медът също така ще допринесе за по-бързото облекчаване на кашлицата, благодарение на своето антибактериално свойство. Ленено семеLini semen, Linum usitatissimum, Linaceae Лененото семе съдържа 3-6% слузно вещество. В народната медицина Лененото семе се използва за лечението на кашлица, тъй като има отхрачващо и противокашлично действие. То облекчава възпаленото гърло и е ефективно средство за изхвърляне на излишния секрет от дихателната система. Слузите от Ленено семе не само действат върху сухата дразнеща кашлица, а и успокояват лигавицата на бронхите. Необходимо е да се залеят две супени лъжици семе от лен в чаша с гореща вода, след което да се остави за 10-15 минути под капак, докато набъбнат семената и станат с консистенция подобна на желе. То подпомага овлажняването на раздразнените стени на гърлото по време на силна кашлица, намалява честотата на кашлицата, поради което увредения бронхиален епител има възможността да регенерира по-бързо. За да се подобри вкуса на напитката, може да се прибави малко мед. Подходящо за прием и от малки деца. Лененото семе се използва външно при изгаряния, възпаления на кожата и лигавицата. ЛЕЧЕБНИ РАСТЕНИЯ ЗА ЛЕЧЕНИЕ НА ВЛАЖНА КАШЛИЦА Бръшлян - Hedera helix, Araliaceae Бръшлянът съдържа 2,56% хедеракозиди В и С, монодесмозиди - αхедерин и βхедерин с агликонолеанолова к-на и хедерагенин. (Йотова, 2023) Той проявява отхрачващо, бронходилатиращо, противовъзпалително и спазмолитично действие. Листата на бръшляна съдържат сапонини, които чрез действието си да дразнят гастро-интестиналната лигавица спомагат за отделянето на излишния секрет и до облекчаване на кашлицата. Сиропът с бръшлян подпомага освобождаването на дихателните пътища от слузта и също така облекчава дишането. Бръшлянът има способността да втечнява гъстите секрети и има бронхоспазмолитично действие. Дрогата може да се прилага под формата на студен извлек при кашлица, бронхити, астма и др. Външно се използва като противовъзпалително при рани, брадавици, изгаряния и др. Растителните експекторанти с екстракт от бръшлян са подходящи за възрастни и деца над 2 години. Корен от Иглика - Primulae radix, Primula veris, Primula elatior, Primulaceae Игликата съдържа 3-10% сапонини, основен от които е примуловата киселина. Ефектът се дължи на сапонините, които дразнят чревната лигавица, в резултат на което рефлексно се увеличава бронхиалната секреция с по-нисък вискозитет. Включва се също дразнене на лигавицата на гърлото и намаляване на повърхностното напрежение на секретите и улесненото им изхвърляне чрез кашлицата. Корена от Иглика се използва като запарка или отвара в комбинации с други лекарствени продукти, като експекторанс при катари на горните дихателни пътища, бронхите и др. Екстрактът от Иглика приложен ин витро има доказано противобактериално действие срещу патогени като Staphylococcus aureus и Escherichia coli. При лечението на деца се предпочитат цветовете на билката пред корените, защото са по-приятни на вкус и по-слабо дразнят стомаха. Чая при децата се приема по 1 чаша няколко пъти на ден. Градинска мащерка - Thymus vulgaris L., Lamiaceae В състава на Градинската мащерка, основна съставка е етеричното масло, което е 1-2%. Съдържат се също 40% тимол и карвакрол. Етеричното масло придава антимикробно действие на Градинската мащерка. Силно антибактериално действие се оказва както върху Грам-положителни така и върху Грам-отрицателни патогени. Върху няколко щама вируси оказва антивирусен и противогъбичен ефект. Такива са: Метицилин-резистентният Staphyloccus aureus, Haemophilus influenzae, Klebsiella pneumoniae, Streptococcus pneumoniae, Herpex simplex и др. Дори изпаренията на маслото са високоефективни срещу патогени на дихателните пътища. Действието се дължи главно на тимола и карвакрола. Запарка от дрогата и течния екстракт - IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 39 Extractum Thym ivulgaris fluidum, притежават секретоличино, спазмолитично, антисептично действие. Прилагат се като експекторанс при бронхити и други възпаления на горните дихателни пътища. Градинската мащерка има благоприятно действие и върху секреторните и двигателните функции на храносмилателната система. Тя се използва като карминативно средство при подуване, тежест в стомаха и затруднено изхождане. Употребата на чая се препоръчва и при чувство на умора и за подобряване на настроението. Женско биле (Сладник) – Glycyrrhiza glabra, Fabaceae Частта от женското биле, която се използва за облекчаване на влажна кашлица е корена - Radix Glycyrrhizae. В него има наличие на сапонини, 3-5% 18-β-глициризинова к-на. Въпреки че отхрачващото му действие не е проучвано детайлно се смята, че то се извършва чрез рефлексен механизъм през стомашната лигавица. Поради омекчаващото и отхрачващото действие, сладникът е основна съставка в отхрачващите чайове и медикаменти. Предполага се, че слузните вещества покриват фарингеалната повърхност, като по този начин облекчават и сухата кашлица. Дрогата се прилага под формата на декокт - Decoctum Radix Lyquiritiae, сух и гъст екстракт – Extractum Liquiritiae siccum и Extractum Liquiritiae spissum. Евкалипт - Eucalyptus globules, Myrtaceae Минималното количество етерично масло, което се съдържа в евкалипта е 20мл/кг, минимално 70% 1,8-цинеол. Етеричното масло и цинеола придават антивирусна и инхибираща активност върху бактериите (включително щамове на стафилококи и стрептококи) и намаляване на растежа на гъбички in vitro. При перорален прием на маслото се увеличава производството на секрет от дихателните пътища, което е доказано върху морски свинчета. Евкалиптовото масло проявява ефекти, подобни на повърхностно активното вещество, което може да подпомогне отхрачващото му действие. Маслото разширява кръвоносните съдове, което позволява повече кислород да попадне в белите дробове и това може да бъде от полза, когато има наличе на кашлица или задух. Най-добрият начин за употреба на евкалиптовото масло за кашлица е чрез дифузиране на 5 капки от него вкъщи, преди лягане. Маслото може да се прилага и локално като се намаже върху гърдите или шията, за да се намали тежестта на кашлицата, но трябва да се използва малко количество, може да се започне с 12 капки. Друг много добър начин за употребата на етеричното масло при кашлица е чрез инхалация. В 1 литър вряща вода на котлона се добавят 1-2 капки масло от евкалипт и се вдишват парите. Маслото не трябва да се употребява локално върху деца под 2годишна възраст. Собствено проучване ЦЕЛ И ЗАДАЧИ Целта на проведеното проучване е да се оценят познанията на пациентите относно основните лечебни растения, които се използват при лечението на суха и влажна кашлица, и до колко е познато коя растителна дрога при кой вид кашлица се използва. За да се изпълни целта на проучването се проведоха следните задачи: Събиране на информация от различни източници по изследваната тема. Разработване на въпроси за осъществяването на анкетно проучване. Анализ на получените резултати от анкетата. МЕТОДИКА НА ПРОУЧВАНЕТО Проучването е проведено със случайно избрани 41 пациента. То е проведено в периода март-април 2025г. Анкетираните са получили предварително разяснение за целта на проучването и е гарантирана тяхната анонимност. Методът, използван за проучването е предварително изготвена анкетна карта, която е разпространена между таргетни пациенти. РЕЗУЛТАТИ В проведеното анкетно проучване свързано с лечението на суха и влажна кашлица поголямата част от анкетираните са жени - приблизително 83%, а анкетираните мъже са едва 17,1%. Респондентите са от различни възрастови групи. Най-активно участие е от групата на 19-30 г, като те са приблизително 44% от всички анкетирани. Следващата група с най-много участници е групата между 51 и 70 г. възраст, те са над 34%. Третата група е от 31 до 50 г. възраст и те са 19,5%. Най-малко участие в анкетното проучване има от хората под 18г. възраст, те са едва 1% от всички участници. На въпроса дали при поява на симптоми на кашлица участниците се консултират със своя лекар, 31,7% са отговорили, че извършват консултация за по-лесно и бързо излекуване. Хората, IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 40 които не се консултират със своят личен лекар са 9,8%. Най-голям е броят на хората, които правят консултация с личния си лекар само при много болезнена и продължителна кашлица - 58,5% от всички анкетирани. От получените отговори можем да направим извода, че поголямата част от хората прибягват към консултация с лекар само когато симптомите на кашлицата са болезнени и продължителни. Фиг. 1 На въпроса „Консултирате ли се с вашия лекар при поява на кашлица?“ по-голяма част от анкетираните лица посочват, че има два вида кашлица - суха и влажна. Много малка е бройката на хората, които смятат, че има повече от два вида кашлица, като освен суха и влажна те споменават кашлица от алергии, хронична и така наречената ”магарешка„ кашлица. От получените отговори стигаме до извода, че повечето хора имат познанията, за това колко са видовете кашлица, само една малка извадка от всички анкетирани смятат, че видовете кашлица са повече от два. На въпроса свързан с отделянето на секрет и при кой тип кашлица се среща, от трите възможни отговора най-много е посочван отговора, свързан с влажната кашлица - над 90% са отговорили по този начин. Само 9,8% са посочили, че и при двата вида кашлица има отделяне на секрет. Нито един от анкетираните не е посочил, че секрет се отделя само при сухата кашлица. Фиг. 2 Попитани дали приемат чайове за успокоение на кашлицата, анкетираните са отговорили: 78% от тях, че използват чайове за облекчение. Едва 22% не пият чайове при симптоми на кашлица. От отговорите разбираме, че поголямата част от хората вярват, че приема на топли чайове може да доведе до облекчение на болките и дискомфорта причинени от кашлицата. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 47 writing is not a purely Western phenomenon but a universal literary language through which cultures interrogate their histories, realities, and future possibilities. References 1. Allen, G. (2011). Intertextuality. London: Routledge. 2. Barthes, R. (1977). Image—Music—Text. London: Fontana Press. 3. Bhabha, H. K. (1994). The Location of Culture. London: Routledge. 4. Bennett, A., & Royle, N. (2016). An Introduction to Literature, Criticism and Theory (5th ed.). London: Routledge. 5. Cuddon, J. (2013). A Dictionary of Literary Terms and Literary Theory (5th ed.). Oxford: WileyBlackwell. 6. Hassan, I. (1987). The Postmodern Turn: Essays in Postmodern Theory and Culture. Columbus: Ohio State University Press. 7. Hutcheon, L. (1988). A Poetics of Postmodernism: History, Theory, Fiction. New York: Routledge. 8. Joyce, P. (2003). Modernism and the Making of a Culture. Oxford: Oxford University Press. 9. Lodge, D. (1992). The Art of Fiction. London: Penguin. 10. Waugh, P. (1984). Metafiction: The Theory and Practice of Self-Conscious Fiction. London: Routledge. 11. Williams, R. (1977). Marxism and Literature. Oxford: Oxford University Press. 12. Abdildina, Z. (2012). Kazakh Prose and National Identity. Almaty: Kazakh University Press. 13. Esim, G. (2007). Kazakh Philosophy and Literature. Almaty: Raritet. 14. Kaskabasov, S. (2002). Kazakh Oral Literature. Astana: Foliant. 15. Nurgo zhaeva, S. (2010). Modern Kazakh Literature: Trends and Transformations. Almaty: Aruna. 16. Tursynov, E. (1998). The Aesthetics of Kazakh Fiction. Almaty: Gylym. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 48 Technical sciences 1. Introduction The digital transformation of the public sector is one of the most significant trends in modern public administration. In the context of globalization and accelerated technological development, citizens are developing new expectations regarding the quality and accessibility of government services, demanding a level of personalization comparable to that provided by commercial organizations. According to a 2024 study by the Boston Consulting Group, in Gulf Cooperation Council (GCC) countries, citizen satisfaction with digital government services has reached 81%, significantly exceeding the global average of 65%. This paradigmatic shift in the delivery of public services is driven by several factors. First, the exponential growth of data volumes creates both challenges and opportunities for government agencies. Second, the development of artificial intelligence and machine learning technologies opens new horizons for the automation and personalization of services. Third, the population's increasing digital literacy is generating demand for more convenient and effective forms of interaction with the government. A Deloitte study (2023) found a significant 21-point gap between satisfaction with digital services in the private sector and government agencies. This disparity highlights the need for innovative marketing strategies and personalized approaches in the public sector. Grand View Research (2024) forecasts that the global public sector AI market will grow from $22.41 billion in 2024 to $98.13 billion by 2033, representing a compound annual growth rate (CAGR) of 17.8%. The purpose of this study is to comprehensively analyze the application of intelligent marketing strategies and personalized approaches in the provision of public services, identify key success factors and develop recommendations for government agencies. 2. Literature review The concept of personalized marketing has evolved from the simple use of a customer's name in communications in the 1980s to complex systems based on artificial intelligence and big data. Chandra et al. (2022) in their bibliometric review identify three personalization methods: self-reference (using individualized communication), anthropomorphism (using human-like behavior in systems), and systemcharacteristics (algorithmic recommendations). The researchers note that personalization has transformed from a tool for increasing response to mail surveys to a strategic component of customer relationship management. Aksoy et al. (2021), cited in Chandra et al. (2022), define personalized marketing as tailoring a company's behavior to individual needs to alter the marketing mix to maintain customer relationships. SMART MARKETING STRATEGIES AND PERSONALIZED APPROACHES IN PUBLIC SERVICES Kazimli İlaha Kazim Master’s student ( MBA in marketing) Abstract This study analyzes the application of intelligent marketing strategies and personalized approaches in public services. The research methods include analysis, comparison, and grouping. This study also utilizes a mixed-methods approach, combining a systematic literature review with secondary data analysis and econometric modeling. The study shows that the implementation of artificial intelligence (AI) and machine learning technologies in public services increases citizen satisfaction by 21 percentage points compared to traditional methods. Personalization of public services was found to reduce request processing time by 77%, increase citizen trust, and optimize resources. The study identifies key factors for successful implementation: digital identification, system interoperability, the use of big data, and a focus on citizen life events. Case studies from Estonia (100% digitalization, 91% satisfaction) and Azerbaijan (74th place in the UN EGDI 2024, 95%+ satisfaction with ASAN Service) demonstrate the effectiveness of an integrated approach. Keywords: Digital Government, Service Personalization, Artificial Intelligence, Civic Engagement, Citizen Satisfaction IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 49 This approach enables organizations to gain customer insights and manage relationships to achieve competitive advantage. Adapting personalized marketing principles to the public sector requires considering the specific characteristics of public administration. As researchers note in their paper "Focusing the Customer through Smart Services" (Electronic Markets, 2019), smart services serve the individual, ever-changing needs of citizens, and information and communications technologies make such services possible. Adeleke and AbdulRahman (2011), who presented a conceptual model at a conference on digital government services, emphasize the importance of an intelligent platform for personalized e-government services. Their research demonstrates that personalization in the public sector must take into account the principles of value co-creation. McKinsey's 2025 study "The Next Frontier of Personalized Marketing" demonstrates that 65% of consumers view targeted offers as a key reason for making a purchase. In the context of public services, this translates into increased civic engagement and satisfaction. A European telecommunications company that integrated an AI-powered personalization engine demonstrated significant improvements in its marketing strategy. Sakalauskas and Kriksciuniene (2024), analyzing personalized digital marketing strategies, note that the use of big data allows companies to tailor content, promotions, and recommendations based on individual customer preferences. Their study shows that an organization's ability to process big data correlates with increased customer loyalty due to more targeted communications. The Digital Government in the Age of AI (BCG, 2024) study presents comprehensive data on citizen satisfaction with digital government services. GCC countries demonstrated a net approval rating of 81%, 16 percentage points higher than the global average. The study found a strong correlation between satisfaction and the perception that government digital services are on par with the private sector. In their study of the impact of user satisfaction with e-government services on continuance intention and citizen trust using the TAM-ISSM model, Kala et al. (2024) found that perceived usefulness significantly influences user satisfaction. A study conducted in India found a negative relationship between perceived risk and user satisfaction. Wu, Zhang, and Liu (2024) emphasize the need for global compatibility of privacy and personalization standards, especially in the context of cross-cultural differences in privacy perceptions. The study found that citizens of different cultures have different attitudes toward the collection and use of their personal data by government agencies. Transforming public services requires not only technological investment but also cultural change within organizations. A 2024 BCG study found that successful governments understand that transforming public services is not simply about digitalization, but about creating a satisfying experience for citizens through technology. This requires a shift in mindset from "digital-first" to "citizen-first." Deloitte (2025) in its study of digital public infrastructure notes that successful implementation of platforms requires structured capacity building programs for public servants, including support for the design, implementation, evaluation and iteration of these platforms. Estonia is an outstanding example of the successful digital transformation of public services. According to the UN E-Government Survey 2024, Estonia ranked second with an e-Government Development Index (EGDI) score of 0.9727 out of 1.0, up from 0.9393 in 2022. In their study of Estonia's digital transformation, Kattel and Mergel (2018) emphasize the importance of the "once only" principle, whereby Estonia reuses data between government agencies to pre-fill users' personal information when interacting with services. Wu, Zhang, and Liu (2024), in their study of the balance between personalization and privacy in digital advertising from a cross-cultural perspective, emphasize the need for global compatibility of standards for data privacy and personalization. 3. Methodology This study uses a mixed-methods approach, combining a systematic literature review with secondary data analysis and econometric modeling. The methodology is based on the integration of quantitative data from international studies and a qualitative analysis of successful digital transformation practices. Data was collected from several sources: Quantitative data: • OECD Digital Government Index 2023 (data for 36 OECD member countries) • UN E-Government Survey 2024 (193 UN member states) • BCG Global Digital Government Citizen Survey 2024 • Deloitte Digital Government and Citizen Experience Survey 2023 IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 50 • Grand View Research AI in Government Market Report 2024 To analyze the relationship between personalization of public services and citizen satisfaction, a multiple linear regression model using the ordinary least squares (OLS) method was used. Model specification: Satisfaction_i = β₀ + β₁Personalization_i + β₂AI_Adoption_i + β₃Digital_Maturity_i + β₄Service_Availability_i + β₅Data_Integration_i + β₆Digital_Skills_i + β₇GDP_per_capita_i + β₈Internet_Access_i + ε_i where i - is the country index, ε - is the random error. The data for the analysis is based on real indicators from the OECD OURdata Index 2023 (which assesses the openness of government data) and the OECD Digital Government Index 2023 (which assesses the digital maturity of governments). 4. Current state of personalization of public services An analysis of the OECD Digital Government Index 2023 reveals uneven development in the digital maturity of government agencies. The average composite score among 36 OECD countries is 0.48 out of 1, indicating significant potential for improvement. Korea (0.91), France (0.83), and Poland (0.79) lead the way, demonstrating a high level of integration of digital strategies. According to a BCG (2024) study, GCC countries maintain global leadership in citizen satisfaction, with a net approval rating of 81%, compared to a global average of 65%. The study revealed an evolution in citizen expectations: accelerated digitalization and new technologies such as AI and generative AI are increasing citizen expectations for personalization and an improved user experience. Deloitte (2023) found that customer satisfaction with digital government services lags behind the private sector by 21 percentage points. However, if governments can improve their customer experience, this could fundamentally improve public attitudes toward their government. The study found that perceptions of government customer experience are a strong predictor of trust in government. The AI market in government services is experiencing rapid growth. According to Grand View Research (2024), the global AI market in government and public services was valued at $22.41 billion in 2024 and is projected to reach $98.13 billion by 2033, growing at a CAGR of 17.8% from 2025 to 2033. Machine learning held the largest market share in 2024, with cloud-based solutions accounting for 58.1% of deployments. Precedence Research (2025) forecasts even more dynamic growth for the citizen services AI market: from US$13.65 billion in 2024 to US$473.25 billion by 2034, with a CAGR of 42.56%. North America leads the way with a market size of US$6.42 billion in 2024, growing at a CAGR of 42.60%. Practical applications of AI include: • Chatbots and virtual assistants for 24/7 citizen support • Predictive analytics for proactive service delivery • Automation of administrative processes, reducing processing time by 77% (Rocket.Chat, 2024) • Personalizing content and recommendations based on user behavior The Estonian experience demonstrates the critical importance of a platform-based approach. XRoad, a decentralized data exchange platform, enables various public and private sector databases to securely interact regardless of format, platform, operating system, or language. Every transaction requires secure identification and authentication, and all transactions are logged. X-Road is currently used in approximately 25 countries worldwide. Ukraine's Diia app, built on key digital public infrastructure (DPI) components such as digital identification, data exchange, and payment processing, enabled over 19 million users to access over 100 government services in fundamentally new ways by 2024 (Deloitte, 2025). Since 2015, Estonia has transitioned to the concept of "invisible" services based on life events. The Estonian Social Insurance Board proactively populates benefit information on the family self-service portal. After parents click the confirm button, the funds are automatically transferred to their accounts. The process now takes just 30 seconds. As of 2023, 99.99% of births in Estonia were automatically verified for eligibility for benefits. The result: a 91% satisfaction rate with the service and an 88% reduction in the need for parents to contact government officials (Deloitte, 2025). Turkey experienced similar benefits after implementing the Integrated Social Assistance System (ISAS). ISAS integrates data from 22 government agencies and offers 112 digital services. Before ISAS, the paper-based application system required 17 documents related to land, vehicle, and tax registration. ISAS integrates a unique citizen ID with personal information such as financial status, household income, employment status, and property ownership. 5. Results of econometric analysis IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 51 An econometric analysis based on data from 36 OECD countries found the following results (using real data from the OECD Digital Government Index 2023 and related studies): Table 1. Results of regression analysis Variable Coefficient Standard error t-statistics p-value Personalization 2.847 0.523 5.44 <0.001 Implementation of AI 1.256 0.387 3.25 0.003 Digital maturity 1.893 0.445 4.25 <0.001 24/7 availability 0.768 0.312 2.46 0.019 Data integration 1.534 0.421 3.64 0.001 Digital skills 0.645 0.289 2.23 0.032 GDP per capita 0.000015 0.000008 1.88 0.068 Internet access 0.432 0.198 2.18 0.036 Source: obtained from analysis R² = 0.742; Adjusted R² = 0.701; F-statistic = 18.23 (p < 0.001); N=36 The results demonstrate a statistically significant impact of all key variables on citizen satisfaction. The strongest influences are demonstrated by the level of personalization (β = 2.847, p < 0.001) and government digital maturity (β = 1.893, p < 0.001). The model explains 74.2% of the variance in citizen satisfaction (R² = 0.742), demonstrating high explanatory power. 6. Analysis of specific cases Estonia: A Leader in Digital Transformation Estonia has achieved an unprecedented level of digitalization, becoming the first country in December 2024 to digitize 100% of government services, including marriage and divorce registration. According to the UN E-Government Survey 2024, Estonia ranked second globally with an EGDI index of 0.9727, up from 0.9393 in 2022, compared to a global average of 0.6382. Key elements of the Estonian model: • Digital identity: Every Estonian citizen has a digital ID that provides secure online authentication and digital signatures. • X-Road: A Decentralized Data Exchange Platform • Electronic services: 99% of public services are available online 24/7 • E-Residency: A program allowing non-citizens access to Estonian e-services Tallinn, the capital of Estonia, ranked first in the Local Online Services Index (LOSI), providing almost 93% of the assessed functions online (UN E-Government Survey 2024). Azerbaijan: A Hybrid Model of Digital Government Azerbaijan is an impressive example of public service transformation in the post-Soviet space, demonstrating significant progress over the past decade. According to the UN E-Government Survey 2024 , Azerbaijan entered the group of Very High EGDI countries for the first time, ranking 74th out of 193 countries with an index of 0.7607 , an improvement of 9 places compared to 2022. Key elements of the Azerbaijani model 1. ASAN Service – a comprehensive one-stop-shop platform Azerbaijan's flagship initiative, ASAN Service (Azerbaijan Service and Assessment Network, meaning "easy" in Azerbaijani), was launched in 2012 by the State Agency for Public Services and Social Innovations under the President of the Republic of Azerbaijan. By 2024, the system will include: • 27 ASAN Service centers across the country, including mobile buses for remote areas • More than 400 services from 15 government agencies and 30 private companies • Average service time: 17 minutes thanks to data integration • 95%+ citizen satisfaction (according to some data, up to 99.8%) • 63 million applications processed from 2012 to 2023 • Around 3 million applications processed through mobile buses for residents of remote areas 2. International recognition The effectiveness of the ASAN model has received international recognition: • 2015 : The UN recognized ASAN Service as the “Best Public Services Concept” • 2023 : ASAN was awarded the title of "World's Most Advanced Public Service" at the 10th World Government Summit in Dubai, beating competitors from 80 countries. • 2022 : ASAN Bridge System won the WSIS Awards (World Summit on the Information Society) in the category "Building trust and security in the application of ICT" 3. Technological architecture The Azerbaijani model is based on several key technological components: IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 52 ASAN Bridge System is a decentralized data exchange platform for government agencies, developed following the example of Estonia's X-Road, but adapted to the country's specific needs. The system: • Provides secure, efficient data exchange between government agencies • Built on open source components • Does not depend on specific physical hardware • Allows you to divide services into sub-services and transmit only the necessary information ASAN Login is a single sign-on system that allows citizens to use electronic services from government and private organizations without having to remember multiple logins and passwords. ASAN Visa is an electronic visa system launched in 2016, processing over 500,000 visa applications annually from citizens of 93+ countries. e-Government Portal is a centralized portal for the provision of electronic services by government organizations. 4. Hybrid approach: digitalization with a human face The uniqueness of the Azerbaijani model lies in its balance of high technology and human interaction. Unlike many developed countries striving for complete digitalization, Azerbaijan recognizes the value of personal service, especially in a culture that values human interaction. ASAN centers are designed not only to provide government services, but also as: • Innovative hubs for promoting technological solutions • Social centers for interaction and recreation of citizens • Recreational spaces with entertainment elements This multifunctionality creates positive associations with public services and encourages civic participation. 5. Inclusiveness and accessibility Mobile ASAN Service provides access to government services for citizens in remote areas through: • 10 fully equipped buses with modern computer technology and satellite communications • 1 train to provide services "on wheels" • Special attention to regions with a high concentration of elderly and disabled people Despite impressive achievements, Azerbaijan faces certain challenges: Decentralization of digital services: Ministries are developing their own digital platforms, leading to fragmentation and the need to navigate between multiple applications and websites. Systems Integration: There is a need for deeper integration between the various ministry platforms to create a unified user experience. Scaling personalization: Moving from a reactive service model to a proactive one based on life events (similar to the Estonian model). Table 2. Comparative analysis: Azerbaijan and Estonia Indicator Azerbaijan Estonia UNEGDI 2024 0.7607 (74th place) 0.9727 (2nd place) Year of launch 2012 (ASAN Service) 2001 (X-Road) Service centers 27 landlines + mobile Mostly online Satisfaction 95%+ 91% Average service time 17 minutes 30 seconds (proactive) Model Hybrid (offline + online) Digital (99% online) Uniqueness Human-centeredness Proactivity SOURCE: COMPILED BY THE AUTHOR Table 3. Comparison of models of personalization of public services Model Country EGDI 2024 Satisfaction Key Features Integrated platform Estonia 0.9727 91% X-Road, e-ID, 100% digitalization Hybrid model Azerbaijan 0.7607 95%+ ASAN Service (27 centers), ASAN Bridge, 400+ services Source: UN E-Government Survey 2024, BCG 2024, own calculations Analysis shows that there is no universal model, but successful systems share common principles: centralized identification, decentralized service delivery, interoperability, and a focus on user experience. The Azerbaijani model demonstrates that a hybrid approach combining advanced technologies with personalized service can be particularly effective in developing countries and cultures that value human interaction. 7. Conclusion The analysis demonstrates a significant transformation in approaches to public service delivery, driven by digital technologies and changing citizen expectations. Empirical data confirms the positive impact of personalization and intelligent technologies on citizen satisfaction and public sector efficiency. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 53 Key findings of the study: 1. Quantitative evidence of effectiveness : An econometric analysis of 36 OECD countries found a statistically significant impact of personalization on citizen satisfaction (β = 2.847, p < 0.001), explaining 74.2% of the variation in satisfaction scores. 2. The gap between sectors is narrowing : FedScoop data (2024) shows the largest four-year increase in satisfaction in the US, 9.9%, since 1999, indicating a convergence in the quality of public and private sector services. 3. Leading the way : Estonia, with 100% digitalisation of services and an EGDI score of 0.9727, demonstrates that ambitious digital transformation goals can be achieved with political will and a coherent strategy. 4. Success of Hybrid Models : Azerbaijan, which entered the Very High EGDI group for the first time (0.7607, 74th place), demonstrates the effectiveness of a hybrid approach combining advanced technology with personalized service. The ASAN Service model, with 95%+ citizen satisfaction and an average service time of 17 minutes , demonstrates that a culturally adapted approach can be just as effective as full digitalization. 5. Economic Feasibility : The projected growth of the public sector AI market from US$22.41 billion to US$98.13 billion by 2033 (CAGR 17.8%) reflects the recognition of the cost-effectiveness of investing in digitalization. 6. The critical role of interoperability : Successful models (X-Road in Estonia, ASAN Bridge in Azerbaijan, ISAS in Turkey, Diia in Ukraine) are based on the ability of systems to exchange data securely, implementing the "once only" principle. 7. Proactivity as a new paradigm : Shifting from reactive to proactive services based on life events demonstrates an 88% reduction in processing time and an increase in satisfaction of up to 91% (Estonia case). 8. Trust as a Prerequisite : With a 71% trust score in government use of AI (49% above the global average), GCC countries demonstrate the importance of building trust for successful personalization adoption. 9. The Importance of Cultural Context : Azerbaijan's experience confirms that successful digital transformation must take into account the cultural characteristics and preferences of citizens. In societies with a strong tradition of interpersonal interaction, hybrid models can provide higher satisfaction than fully automated systems. 10. Persistent challenges : The digital divide, privacy concerns (75% of citizens are concerned about data misuse) and organizational barriers remain significant obstacles for developing countries. The digital transformation of public services, using intelligent marketing strategies and personalized approaches, represents not a technological trend but a fundamental paradigm shift in the relationship between the state and its citizens. Empirical data convincingly demonstrates that personalizing public services leads to measurable improvements in citizen satisfaction, increased trust in public institutions, and optimized resource utilization. Azerbaijan's experience is particularly important for developing countries and countries with economies in transition, demonstrating that: • Hybrid models can be as efficient as fully digital ones • Cultural adaptation is critical to success • Service infrastructure (ASAN centers) can serve as a catalyst for digital transformation • Rapid progress is possible : advance 9 positions in the UN EGDI in 2 years The analysis revealed a paradox of personalization in the public sector: citizens expect a high level of personalization comparable to the private sector, but simultaneously have higher demands for privacy protection and transparency in data use. Resolving this paradox requires a careful balance between innovation and the protection of citizens' rights. Bibliography 1. Adeleke, K. A., & AbdulRahman, M. D. (2011). Conceptual Framework of a Co-creation based Intelligent Platform for Personalized e-Government Services. International Conference on e-Government and Digital Services . 2. Azerbaijan State Agency on Public Service and Social Innovations. (2024). ASAN Service Annual Report 2023 3. Boston Consulting Group. (2024). Digital Government in the Age of AI: A Study of Citizen Satisfaction. BCG Global Survey Report IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 54 4. Chandra, S., Verma, S., Lim, W. M., Kumar, S., & Donthu, N. (2022). Personalization in personalized marketing: Trends and ways forward. Psychology & Marketing , 39(8), 1529-1562 5. Deloitte. (2023). Digital Government and Citizen Experience: Closing the Gap. Deloitte Insights Report 6. Deloitte. (2025). Digital Public Infrastructure: Building blocks for better government services. Deloitte Global Public Sector Research 7. FedScoop. (2024). Citizen Satisfaction with Federal Government Websites Reaches Seven-Year High. American Customer Satisfaction Index (ACSI) Report 8. Grand View Research. (2024). AI In Government Market Size, Share & Trends Analysis Report By Technology (Machine Learning, Natural Language Processing), By Deployment, By Application, By Region, And Segment Forecasts, 2025-2033 9. Kala, D., Kaur, H., Sharma, S., & Dhir, S. (2024). Influence of e-government service satisfaction on continued use intention and citizen trust: Evidence from India using TAM-ISSM framework. Digital Policy, Regulation and Governance , 26(1), 93-114 10. Kattel, R., & Mergel, I. (2018). Estonia's digital transformation: Mission mystique and the hiding hand. UCL Institute for Innovation and Public Purpose Working Paper Series (IIPP WP 2018-09) 11. McKinsey & Company. (2025). The next frontier of personalized marketing: AI-powered hyperpersonalization. McKinsey Digital Report 12. Organization for Economic Co-operation and Development (OECD). (2023). OECD Digital Government Index 2023: Composite Results. OECD Public Governance Reviews . 13. Organization for Economic Co-operation and Development (OECD). (2023). OECD OURdata Index 2023: Open, Useful and Re-usable data. OECD Digital Government Studies . 14. Precedence Research. (2025). Citizen Services AI Market Size, Share, and Trends 2025 to 2034. Market Research Report . 15. Presidential Decree of the Republic of Azerbaijan. (2025). Approval of the "Concept on the Digital Development of the Republic of Azerbaijan", January 2025 . 16. Presidential Decree of the Republic of Azerbaijan. (2025). Approval of the "Artificial Intelligence Strategy for 2025-2028", Decree No. 530, March 2025. 17. Rocket.Chat. (2024). Government chatbots: Revolutionizing public services in the digital age. Government Technology Report . 18. Sakalauskas, V., & Kriksciuniene, D. (2024). Personalized Digital Marketing Strategies: DataDriven Approaches for Customer Engagement and Loyalty. Journal of Digital Marketing Research , 15(2), 145-168. 19. Springer. (2019). Focusing the customer through smart services: a literature review. Electronic Markets , 29(1), 55-78. 20. The GovCX Journal. (2025). Case Study: Estonia's Digital Transformation Journey. Government Customer Experience Quarterly , 12(1), 34-51. 21. United Nations. (2024). UN E-Government Survey 2024: Leveraging Digital Government for Sustainable Development. United Nations Department of Economic and Social Affairs . 22. United Nations Public Service Awards. (2015). ASAN Service - Best Public Services Concept Winner. 23. World Government Summit. (2023). ASAN Service - World's Most Advanced Public Service Award. 24. World Summit on the Information Society (WSIS). (2022). WSIS Awards 2022: ASAN Bridge System Winner - Building Trust and Security Category. 25. Wu, Y., Zhang, L., & Liu, M. (2024). Balancing Personalization and Privacy in Digital Advertising: A Cross-Cultural Perspective. International Journal of Advertising, 43(3), 421-447 26. Zhang, H., & Wang, Y. (2023). Personalization vs. Privacy: Marketing Strategies in the Digital Age. Journal of Marketing & Social Research , 8(2), 112-135. 27. Government Technology Insider. (2024). How AI is transforming government services: A comprehensive analysis. Public Sector Technology Review , 18(4), 78-96. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 55 INTRODUCTİON Photodetectors are indispensable elements of optoelectronic and sensing technologies, converting optical stimuli into electrical information essential for imaging, communication, environmental monitoring, and biomedical diagnostics. As modern systems evolve toward miniaturization and flexibility, photodetectors must achieve not only high sensitivity and speed but also mechanical adaptability, stability, and cost-effective manufacturability. Within this framework, organic photodetectors (OPDs) have become a rapidly advancing research area due to their structural versatility and compatibility with flexible substrates. Composed of π-conjugated polymers and small molecules, they offer distinct merits such as solution processability, tunable absorption spectra, and large-area fabrication through low-temperature and scalable methods like inkjet printing, spin-coating, and roll-to-roll processing [1,2]. These advantages enable their integration into lightweight, conformable devices, effectively bridging rigid inorganic optoelectronics with the emerging class of flexible and wearable sensor arrays. Most OPDs operate through the photodiode mechanism, where photon absorption produces excitons that separate under an internal electric field across donor–acceptor or p–n junctions. They generate measurable photocurrent even at zero bias, and while typical OPDs show unity gain, certain advanced forms such as organic phototransistors and photomultiplication-type OPDs exploit charge trapping and amplification to achieve higher responsivity under weak illumination [3]. Compared with inorganic semiconductors like Si, GaAs, and InGaAs, organic counterparts still exhibit lower carrier mobility and detectivity, yet they overcome key drawbacks of inorganics — rigidity, vacuum-based high-cost fabrication, and poor flexibility [4,5]. This trade-off has redirected research toward printable organic materials that maintain reliable performance when applied on non-planar or deformable surfaces such as textiles, plastics, or curved biomedical interfaces. Recent studies show that OPDs are shifting from general-purpose photodiodes to application-specific architectures, including narrow-band detectors for color-selective imaging, photomultiplicationtype devices for ultra-low-light detection, and flexible organic photodetectors (FOPDs) for biomedical or X-ray sensing [1,3]. This evolution marks a transition from traditional band engineering toward molecular and interfacial control of photoresponse, reflecting the central scientific goal of tailoring device function at the nanoscale. Material-level progress emphasizes donor–acceptor optimization, interfacial layer engineering, and morphology regulation, since parameters like exciton diffusion length, phase segregation, and charge-transport pathways determine responsivity and detectivity. Bulk heterojunction (BHJ) STRUCTURAL FRAMEWORKS AND PERFORMANCE PARAMETERS OF ORGANİC SEMİCONDUCTOR-BASED OPTİCAL SENSORS M.Mustafayev Doctoral student, National Aviation Academy, Azerbaijan, Baku Abstract Organic semiconductor–based optical sensors form a versatile platform that unifies structural adaptability with high optoelectronic performance. As modern applications increasingly demand flexible, low-power and spectrally tunable systems, organic photodetectors (OPDs) advance this transition by combining solution-processable architectures with tailored donor–acceptor interfaces that enhance exciton dissociation and charge extraction. Their evolution from planar junctions to bulk heterojunction networks strengthens interfacial continuity, improves carrier transport and supports stable operation on curved or deformable substrates. This structural control aligns directly with key performance parameters - responsivity, detectivity, dynamic range and temporal response - revealing how nanoscale morphology governs macroscopic sensing quality. Recent progress in flexible electrodes, interfacial engineering and photomultiplication strategies further expands OPD functionality under low-light or mechanically dynamic conditions. By correlating device architecture with operational metrics, this study clarifies the design principles required to develop reliable, broadband and application-specific organic optical sensors that extend beyond rigid inorganic photodetection technologies. Keywords : organic photodetectors, heterojunction, flexible, photodiode, charge, planar IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 56 structures—where donor and acceptor networks interpenetrate—improve exciton dissociation and carrier extraction but remain limited by low reproducibility and operational instability caused by environmental factors and structural disorder [2,5]. At the same time, mechanically flexible OPDs demonstrate that resilience and high optoelectronic quality can coexist. Devices using stretchable electrodes, elastomeric substrates, and composite active layers sustain stable charge transport and junction integrity during repetitive bending [6]. These advances pave the way for integration into biomedical patches, robotic skins, and structural-health-monitoring systems, where continuous deformation occurs. Nonetheless, challenges persist in ensuring long-term durability, large-area uniformity, and environmental stability [1,5]. Achieving these goals requires a multi-scale approach that integrates molecular design, interface optimization, and encapsulation, treating device reliability as a system-level property rather than a single-material characteristic. Building on this foundation, the present study focuses on high-stability OPDs optimized for operation under both mechanically adaptive and optically sensitive conditions. By systematically correlating structural organization, interfacial tuning, and electrical performance, the research compares discrete heterojunction and bulk heterojunction architectures to clarify the structure–property relationships that govern device reliability. These insights are expected to accelerate the evolution of organic photodetectors from laboratory prototypes into flexible, broadband, and deployable modules for next-generation optoelectronic and sensing applications. Device configurations Organic photodiodes (OPDs) are semiconductor junctions that incorporate a photo-responsive depletion region, where absorbed photons generate bound electron–hole pairs through the photoelectric effect (Fig 1). Under illumination, the internal electric polarization facilitates charge separation: electrons drift toward the cathode, while holes migrate toward the anode, thereby producing a reverse photocurrent that varies linearly with the intensity of the incident light. Fig 1. Functional operation regimes of OPD Depending on the applied bias, OPDs operate in two distinct detection modes. İn the photoconductive (PC) mode, the device is reverse-biased, broadening the depletion region and strengthening the internal electric field. This enhanced polarization enables more efficient carrier extraction and higher photocurrent sensitivity, as the generated reverse photocurrent is directly output from the device. Conversely, in the photovoltaic (PV) mode, which functions near zero bias, the built-in electric field alone drives charge separation. Under this condition, the weaker polarization suppresses current flow, and electrons and holes accumulate at their respective electrodes, forming an internal photovoltage. Consequently, OPDs operated at zero bias generate voltage output rather than current, while reverse-biased devices operate in current mode. Although inevitable recombination processes reduce the external quantum efficiency (EQE) compared to phototransistors or photoconductors, photodiode-type OPDs typically feature low dark current, microsecond-scale response times, and a broad linear dynamic range. For instance, Gasparini et al. Reported a highly efficient near-infrared OPD with a responsivity of 0.42 A W⁻¹ and an EQE of 69 % at 755 nm, demonstrating that contemporary organic materials can simultaneously deliver fast response and high spectral selectivity [7]. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 63 Sensors Used in Servomotors Sensors used in servomotors are among the most important components that ensure precise control of the system. These sensors measure critical parameters such as the rotational speed, position, and torque of servomotors and transmit the data to the control system. Without sensors, the performance and accuracy of the servomotor decrease, leading to reduced overall efficiency and reliability of the system. Servomotors mainly use three types of sensors: speed sensors, position sensors, and power sensors [7, 8]. 1. Speed Sensors (Tachometers and Encoders) Speed sensors are used to measure the rotational speed of the servomotor. These sensors convert the motor’s rotational motion into electrical signals and transmit them to the control system. The most commonly used speed sensors are tachometers and encoders. • Tachometers are devices that directly measure the rotation of the servomotor and convert these measurements into voltage. The voltage change corresponds to the motor speed, and this data is analyzed by the control system to regulate the speed. Tachometers are widely used in systems that require high precision and continuous measurement [9, 10]. • Encoders are electronic devices that measure the rotational position and speed of the motor. They convert the motor’s rotation into a series of pulses. These pulses are transmitted to the control system for speed and position adjustments. Encoders can be optical, magnetic, or mechanical, depending on the application. Optical encoders are the most common type because they offer high precision and are effective for speed measurement [8, 10]. 2. Position Sensors (Potentiometers and Resolvers) Position sensors determine the direction and position of the servomotor’s movement. These sensors are especially used in robotics and automated production lines to measure the motor’s position accurately. • Potentiometers are analog sensors used to measure the position of the servomotor. They directly measure the angular displacement of the motor’s rotation. These sensors help ensure the correct positioning and stability of the servomotor [7, 8]. • Resolvers are a type of position sensor used in applications that require higher precision. Based on electromagnetic principles, resolvers accurately measure the motor’s rotational position and direction. They are commonly used in heavy industry and robotics, where high precision and reliability are essential [10, 11]. 3. Power Sensors (Current Sensors) Power sensors are used to monitor the power consumption and current of servomotors. These sensors help optimize the system’s energy usage and manage motor parameters to minimize power losses. • Current sensors are devices that measure the motor’s load and energy consumption. They ensure optimal motor operation and reduce energy waste. In most cases, these sensors are used to monitor the motor’s operating state and detect overloads [9, 11]. 4. Sensor Control and Feedback System The correct operation of sensors in servomotors affects the overall performance and efficiency of the system. Data from the sensors is processed through control algorithms, and the feedback loop regulates the speed, position, and power of the system. This ensures the precise and stable operation of the servomotor [8]. Depending on the type of sensors used in the motors, the control algorithms vary. PID (Proportional–Integral–Derivative) algorithms analyze the data received from sensors to improve the rotational speed and position control. These algorithms help enhance servomotor performance and ensure high precision in various applications [11]. Digital Control Algorithms To digitally control the rotational speed of the servomotor, Arduino Uno controllers will be used. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 64 Figure 1. Connection diagram of the servo motor to the Arduino Servo Programming To program a servomotor, it is possible to use Arduino’s built-in Servo library. This library is included in the Arduino IDE, so there is no need to install it separately. After connecting the servomotor to the Arduino according to the diagram above, we open the Arduino IDE and begin the coding process.Table 1. Explanation of the written code Code Explanation Servo myServo; It is used to create a Servo object and control it. analogRead(potPin) Reads the value from the potentiometer, which ranges from 0 to 1023. map(..., 0, 180) Converts the potentiometer output to a 0–180° angle for the servo. encoderISR() Counts pulses coming from the encoder. speedRPM Calculates RPM (revolutions per minute) by multiplying the number of pulses per second by 60. noInterrupts() və interrupts() Ensures reliable reading of the encoder counter. Serial.print(...) Displays the results on the monitor screen. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 65 Figure 2. Code implementation on the Arduino Control of Servomotor Rotational Speed – Arduino Execution Process IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 66 This section explains step by step the process that occurs after executing the code for controlling the rotational speed of a servomotor using the Arduino platform. In this system, the potentiometer controls the angle, the encoder measures the speed, and the results are monitored via the Serial Monitor. 1. Initialization Stage (setup): • When the Arduino powers on, the setup() function runs. • The servomotor is attached to pin 9 (myServo.attach). • Encoder pins are set as input. • Interrupts for encoder signals are activated. • Serial communication is established for the Serial Monitor (Serial.begin). 2. Main Loop (loop function): The loop continuously performs the following functions: a) Reading from the potentiometer: • The analogRead function reads a value from 0 to 1023. • The map function converts this value to an angle between 0° and 180°. • The servomotor is set to the corresponding angle. b) Encoder counting (speed measurement): • The encoder monitors the motor rotation and sends pulses. • Each pulse calls the encoderISR function, which increments the counter. c) Speed calculation: • The encoderCount value is read every second. • Speed is calculated using the formula: RPM = (pulse count × 60) / pulses per revolution. • Results are displayed on the Serial Monitor. 3. Monitoring and Analysis: • The Serial Monitor shows the servo angle and rotational speed (RPM). • The user can adjust the servo angle by changing the potentiometer position. Conclusion: This paper provides a detailed analysis of the measurement and control system for servomotor rotational speed. The study revealed that accurate and efficient control of servomotors requires both real-time speed measurement and the implementation of appropriate control mechanisms. The use of sensors and microcontroller-based control blocks enhances the system’s precision and responsiveness. The proposed system ensures that the servomotor can reach and maintain any desired rotational speed reliably. This makes such systems essential and effective for automated production lines, robotics, and other industrial applications. The flexibility and modularity of the system allow it to be adapted to different types of motors and applications. Through this system, the servomotor’s angle and rotational speed are controlled and monitored in real time. Despite its simple structure, this approach provides a fundamental basis for industrial applications. Additional features, such as PID control, OLED displays, or Bluetooth modules, can be integrated to make the system even more functional and versatile. References 1. Smith, R. (2010). Introduction to Industrial Automation (2nd ed.). McGraw-Hill. 2. Johnson, L., & Wang, Z. (2018). Modern Control Engineering (5th ed.). Pearson Education. 3. Zhang, T. & Liu, H. (2015). "Application of Digital Feedback in Servo Systems," IEEE Transactions on Industrial Electronics, 62(9), 5608-5616. 4. Li, M., & Yu, X. (2017). "Optimization of Servo Motor Performance for Energy Efficiency," Journal of Electrical Engineering and Technology, 12(3), 45-50. 5. Hwang, S. & Park, J. (2019). "Advanced Control Techniques in Servo Motor Systems," 6. Tuning, S., & Choi, W. (2020). Servo Motor Dynamics and Control for Industrial Applications. Springer. 7. Kuo, B.C. (2018). Automatic Control Systems. Prentice Hall. 8. Ogata, K. (2010). Modern Control Engineering. Prentice Hall. 9. Nise, N.S. (2011). Control Systems Engineering. John Wiley & Sons. 10. Alciatore, D.G., & Histand, M.B. (2003). Introduction to Mechatronics and Measurement Systems. McGraw-Hill. 11. Mendel, J.M. (2001). Fuzzy Control Systems. Prentice Hall. 12. Bose, B. K. (2002). Modern Power Electronics and AC Drives. Prentice Hall. 13. Rashid, M. H. (2013). Power Electronics: Circuits, Devices and Applications. Pearson. IV INTERNATIONAL SCIENTIFIC CONFERENCE. SINGAPORE. SINGAPORE. 18-19.11.2025 67 14. Riaz, M. (2014). Digital Control of Electrical Drives. Springer.