IV international scientific conference. Helsinki. Finland. 30-31.10.2025

Innovative scientific forum Proceedings of the IV International Scientific and Practical Conference 30-31 October 2025 Helsinki. Finland 2025 UDC 001.1 BBC 1 IV international scientific conference. “Innovative scientific forum”. Helsinki. Finland. October 30-31. 2025. 102 p. ISBN 978-92-44514-74-0 DOI https://doi.org/10.5281/zenodo.17545584 Publisher: «World of Conferences» Main organization: Editor: Tarmo Vesik Layout: Asko Laar The conference materials are in the public domain under the CC BY-NC 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: Abbasova Gultekin, Gadjieva Lala, Safarli Gunel THE STUDY OF ENERGY AND GEOMETRIC PARAMETERS OF THE DIPEPTIDE MOLECULE // Innovative scientific forum. Proceedings of the IV International Scientific and Practical Conference. Helsinki. Finland. 2025. Pp. 12-16. URL: https://conference-w.com/ Contact information Website: https://conference-w.com/ E-mail: [email protected] Content Architecture Davronbekov Khusan Dilmurod Ugli SOUND AND GREEN SPACE AS ARCHITECTURAL FACTORS AFFECTING MENTAL HEALTH 5 Galymzhanova Dinara Nabiollaqyzy THEORETICAL PRINCIPLES OF DIALOGUE BETWEEN THE OLD AND THE NEW IN THE ARCHITECTURE OF KAZAKHSTAN'S CITIES 8 Biological sciences Enzala Novruzova STUDY OF RARE AND ENTRED SPECIES OF THE DIANTHUS L. GENUS IN THE FLORA OF THE NAKHCHIVAN AUTONOMOUS REPUBLIC 11 Economic sciences Ding Lei, Doszhan Raigul ANALYSIS OF THE EFFECTIVENESS AND APPLICABILITY OF MANAGEMENT MODELS IN THE CONTEXT OF DIGITAL TRANSFORMATION 15 Du Peitao, Doszhan Raigul PROBLEMS AND PROSPECTS OF DIGITALIZATION IN DEVELOPING COUNTRIES 19 Hui Xin, Kozhakhmetova Assel THE INFLUENCE OF DIGITAL TRANSFORMATION ON THE QUALITY OF LIFE FOR FACULTY MEMBERS IN CHINESE UNIVERSITIES 22 Li Dongwei, Kozhakhmetova Assel THE EXPERIENCE OF KAZAKHSTAN AND FOREIGN COUNTRIES IN THE DEVELOPMENT OF CORPORATE CULTURE IN THE ERA OF DIGITALIZATION 25 Li Ji peng, Yerimpasheva Aida THE ROLE OF DIGITALIZATION IN MANAGING AND ADAPTING CULTURAL BRANDING STRATEGIES IN VARIOUS REGIONS OF CHINA 28 Zhu Yufeng, Niyetalina Gaukhar ANALYSIS OF THE ROLE OF HUMAN RESOURCES AND INTELLECTUAL DEVELOPMENT IN REAL ESTATE MANAGEMENT IN KAZAKHSTAN 31 Geographical sciences Movlud Teymurov, Ziyafat Agayev ESTIMATION OF KURMUKCHAY RİVER WATER RESOURCES USING RATİONAL METHOD RUNOFF COEFFİCİENT AND OPPORTUNİTİES GİS TECHNOLOGIES 34 Historical sciences Mammadli Nuray Ganbar, Safarova Sevda Isa THE ROLE OF THE KARABAKH VICTORY IN THE PROTECTION AND RESTORATION OF AZERBAIJAN CULTURAL HERITAGE 40 Aghayeva Sevda Aydin "IRON FIST" – THE EPIC OF OUR VICTORY 44 Mathematical sciences Mazhit Zhamilya Batykkyzy, Rustemova Karashash Zhorabekovna, Abdimanapova Perizat Bakhytovna, Shinikulova Gulnur Nurbekovna SPECIFICITY OF NATURAL SCIENCES IN SCIENTIFIC RESEARCH 51 Medical sciences Gunel Sultanova, Huseynova Mahira, Ceferova Shams, Sultanli Duyghu THE PATHOLOGIES COMMON IN ARTIFICIAL INSEMINATION AND TWIN PREGNANCY 54 Zhanerke Ermakhan, Maikel Peppelenbosch, Roza Suleimenova, Serik Bakhtiyar SOCIODEMOGRAPHIC AND DIGITAL DETERMINANTS OF HEALTH LITERACY IN THE NETHERLANDS: EVIDENCE FROM A POPULATION-BASED SURVEY 55 Pedagogical sciences Albina Tulegen, Zeinep Nazar, Zhainash Nurzhanova DIGITAL OVERSTIMULATION AND IMPROVING POOR CLASSROOM CONCENTRATION 58 Islamova Dilnara THE DEVELOPMENT OF INCLUSIVE EDUCATION IN THE REPUBLIC OF UZBEKISTAN 62 A.K. Kapanova BENEFITS OF BILINGUAL EDUCATION FOR CHILDREN 68 Konul Karimzada LESSONS OF HONOR AND INTEGRITY IN TOLSTOY’S WAR AND PEACE: A PATH TO MILITARY MORAL 72 Kashkynbay Merey SHADOWS OF THE SOVIET LEGACY: THE LASTING IMPACT OF EDUCATIONAL HIERARCHIES ON MODERN KAZAKHSTAN 75 Olena Lutsenko FOSTERING SELF-DISCIPLINE AND CRITICAL THINKING IN NATIONAL SECURITY EDUCATION 78 Abbasova Süsən Qoşqar, Daşdəmirov Arzu Oruc INNOVATIVE STEAM TEACHING METHODS: A COMPARATIVE STUDY OF BEST GLOBAL PRACTICES 80 Philological sciences Mammadova Shalala Arif qizi THE POETICAL WORLD OF MAHIRE NAGHIGIZI 84 Sevinj Ahmadova ETHICAL PRINCIPLES IN LINGUISTIC RESEARCH 88 Psychological sciences Fokin Artem PSYCHOLOGICAL SELECTION OF SPECIALISTS IN CRITICALLY IMPORTANT AREAS UNDER MARTIAL LAW 91 Lazurenko Olena Oleksiivna THE PROBLEM OF ANALYSIS OF SELF-REGULATION OF PROFESSIONAL GENESIS 94 Technical sciences Kholliyeva Mohigul Abdijalil qizi, Khairullayeva Dildora Sadullayevna, Yuldasheva Nafisa Fakhriddin kizi, Muzafarova Sultanpasha Anvarovna TECHNICAL AND METHODOLOGICAL FOUNDATIONS FOR CONDUCTING METROLOGICAL VERIFICATION OF LIQUID DENSITY MEASURING INSTRUMENTS 97 Elyor Akimovich Valitov GAMIFICATION AND INTERACTIVE E-LEARNING TECHNOLOGIES IN MEDICAL EDUCATION: EVALUATING EFFECTIVENESS 99 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 5 Architecture SOUND AND GREEN SPACE AS ARCHITECTURAL FACTORS AFFECTING MENTAL HEALTH Davronbekov Khusan Dilmurod Ugli Bucheon University in Tashkent, Department of Architecture Architecture is an important part of the human environment. It has the ability to influence a person’s psychological behavior and well-being. Originally, architecture emerged in ancient times as a means of protection. Gradually, it evolved into a form of art that embodies subjectivity, creativity, and beauty [1]. In 2020, Charles Spence, an experimental psychologist from the University of Oxford who specializes in the study of multisensory perception, wrote a scientific article titled “Senses of Place: Architectural Design for the Multisensory Mind.” In this work, Spence primarily drew upon quotations from the book “The Eyes of the Skin: Architecture and the Senses” by the Finnish architect Juhani Pallasmaa where the main theme is the perception of architecture through multimodal human sensations [2] (Juhani Pallasma is a Finnish architect, writer, and theorist, born on September 14, 1936, in Finland in the city of Hämeellina). In his scientific work, Charles Spence notes that the perception of architectural space by humans is carried out not only through vision, but also through other senses such as hearing, smell, touch, and taste [3]. The paper also addresses the issue of the modern approach adopted by many architects, who tend to focus primarily on the visual perception of architectural space while neglecting other senses that can directly influence our psychological state and sensations. Several quotations from Juhani Pallasmaa are presented, stating that: “Spaces, places, and buildings are undoubtedly perceived as a multimodal life experience. Instead of perceiving architecture merely as visual images, we “scan” the surrounding environment through hearing, skin, smell, and taste.” Elsewhere, Juhani Pallasmaa writes that: “Architecture is the art of reconciling man with the world, and this mediation is achieved through the senses.” Based on this, it can be concluded that a person perceives the surrounding space not only through vision, but also through hearing, touch, and smell. Therefore, an architect should not ignore these factors when designing residential buildings, workplaces, and educational institutions, as people spend most of their lives in such environments. Poor quality or improper design can have a negative impact on a person’s mental and physical well-being. What is important is how a space sounds. Through the sounds of a space, one can sense its scale, understand its identity, and determine its function. Most often, architects focus in their projects on eliminating unwanted sounds — noise. The article further provides, as an example, a quotation from the writer, psychologist, and geographer J. Douglas Porteous: “With the rapid growth of urbanization of the world’s population, much more attention is paid to noise than to ambient sounds… Research has been focused almost exclusively on one aspect of sound — the concept of noise, or “unwanted sound.” A quotation from the composer, writer, and acoustic ecologist R. Murray Schafer is also included: “The modern architect designs for the deaf… The study of sound in contemporary schools of architecture is reduced merely to the reduction, isolation, and absorption of noise.” From this, it can be concluded that when addressing issues of everyday noise, one should not overlook the creation of a new background sound - a sound that, in one way or another, can influence a person’s wellbeing and behavior. In his article, Charles Spence also refers to Haga’s experiment, which aimed to determine how different types of noise can affect employees’ productivity. Experimental studies confirmed the negative impact of working in open-plan spaces, which have become especially popular in recent years in offices where insufficient attention is paid to reducing everyday noise and creating a comfortable and atmospheric sound environment. Haga decided to conduct an experiment among his colleagues by dividing them into three groups and exposing them to different noises and sounds, including natural ones such as running water, birdsong, rustling leaves, and wind, in order to mask distracting conversations and everyday street noises. One control group worked in complete silence, without any sound playback. In the second group, the noise of industrial equipment was played. In the third group, natural sounds and the sound of a waterfall were IV international scientific conference. Helsinki. Finland. 30-31.10.2025 6 heard. The results of the experiment showed that the third group, exposed to natural sounds, demonstrated a high level of productivity and a low level of stress. The highest stress levels and the lowest work efficiency were observed in the second group, which was exposed to industrial background noise. Based on this experiment, it can be concluded that soundproofing measures in buildings are essential. At the same time, it is important to allow for the presence of sounds that have a positive effect on human productivity and well-being. This can be achieved either artificially—by playing natural sounds through speakers—or naturally, through landscaping, which serves as a kind of buffer between the street and the interior, creating a connection with nature. Thus, it can be stated that the acoustic environment is a significant factor influencing emotional state, cognitive processes, and work performance. At the same time, the perception of architectural space is a complex multisensory process and is not limited to auditory stimuli alone. Visual perception plays a crucial role in shaping spatial experience, as it provides a person with the main portion of information about the surrounding environment. Indoor and outdoor green spaces create a natural atmosphere that positively affects people’s well-being and mood. Vegetation also has a beneficial impact through visual perception. Canadian scholar and writer Colin Ellard, in his book “Places of the Heart: The Psychogeography of Everyday Life,” refers to the research of Roger Ulrich, who studied the recovery rate of patients after gallbladder surgery. The researchers found that patients who had a view of green landscapes from their windows recovered faster and felt better than those whose view was limited to asphalt and concrete walls. Since then, a growing body of evidence has confirmed that a view of nature from a window reduces nervous tension, stabilizes brain and heart function, and positively influences the results of psychological tests that measure levels of positive emotions [4]. Subsequent studies by prominent scientists Kuo and William Sullivan, who examined urban neighborhoods with varying levels of greenery, showed that people living in greener areas feel safer and happier. It was also found that the levels of aggression and crime in such areas are lower [4]. Based on the collected research and experimental data, it can be concluded that greenery is an essential part of human life. Vegetation contributes to faster recovery in patients, reduces stress levels, and evokes positive emotions. Therefore, these factors should not be ignored, and trees should not simply be cut down during the construction of concrete buildings. The absence of greenery negatively affects not only individuals but also relationships between people - the fewer green spaces there are, the higher the levels of aggression and crime. Canadian researcher Colin Ellard also draws on the work of psychologist Peter Kahn in his book “Technological Nature: Adaptation and the Future of Human Life.” Psychologist Peter Kahn explores the possibility of replacing real nature with technological innovations. In his study, he conducted two experiments. In the first group, a plasma screen with high image quality was installed instead of a window, displaying a live video feed of an existing garden recorded by a camera. The results showed no positive effect: the image on the monitor did not produce physiological responses, as the perception of the scene remained distorted and did not evoke genuine sensory changes. In the second group, similar screens were placed in windowless offices, and the results were positive. The employees who participated in the experiment reported that they enjoyed watching the landscape, felt more comfortable being in the office, and that this had a positive impact on their productivity [5]. From this study and experiment, it can be concluded that even the most advanced technologies cannot replace real nature for humans. However, based on the results of the second group, it can be understood that when there is no opportunity to enjoy a beautiful landscape from a window, such technologies can serve as an alternative to a “green view,” positively influencing comfort, productivity, and overall well-being. Architecture, as an integral part of the human environment, has a complex impact on a person’s mental, emotional, and physical state. The perception of architectural space is a multimodal process that involves not only visual but also auditory, tactile, and olfactory sensations. Modern research confirms that both the acoustic and visual environment directly influence stress levels, concentration, and overall well-being. Thoughtful design of acoustic comfort and the integration of natural elements - such as greenery and natural views from windows - help reduce tension, enhance productivity, and foster a positive emotional state [6]. Thus, when designing architectural spaces, it is important to consider not only functional and aesthetic aspects but also the psychological perception of space, striving to create a harmonious environment that supports human health and well-being. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 7 References: 1. Natalie Ricci, The Psychological Impact of Architecture Design (Claremont McKenna College: CMC Senior Theses, 2018), p. 8. 2. Juhani Pallasma. The Eyes of the Skin. Architecture and the Senses / Wiley-Academy, 2005 – 80 p. 3. Charles Spence, ‘Senses of place: architectural design for the multisensory mind’, Springer Open, 18 September 2020. <https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-020-00243-4#citeas> accessed 6 February 2024. 4. Colin Ellard, Sreda obitaniya: Kak arxitektura vliyaet na nashe povedenie i samochuvstvie [Living Environment: How Architecture Affects Our Behavior and Well-Being], (Russia: Alpina Publisher, 2015), - 288 p. 5. Arthur E. Stamps. Psychology and the Aesthetics of the Built Environment / Springer Science+Business Media New Yorkб 2000 – 327 p. 6. Ian Donald. Environmental and Architectural Psychology: The Basics / Taylor & Francis Group, 2022. – 264 p. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 8 UDC 72 THEORETICAL PRINCIPLES OF DIALOGUE BETWEEN THE OLD AND THE NEW IN THE ARCHITECTURE OF KAZAKHSTAN'S CITIES Galymzhanova Dinara Nabiollaqyzy Doctoral student at the S. Seifullin Kazakh Agrotechnical Research University УДК 72 ТЕОРЕТИЧЕСКИЕ ПРИНЦИПЫ ДИАЛОГА СТАРОГО И НОВОГО В АРХИТЕКТУРЕ ГОРОДОВ КАЗАХСТАНА Галымжанова Динара Набиоллақызы Докторант Казахского агротехнического исследовательского университета имени С. Сейфуллина Abstract This article is devoted to the study of the principles of interaction between historical and contemporary architecture in the urban space of Kazakhstan. It examines theoretical approaches to the integration of new architectural forms into the historical environment and analyses the problems of preserving cultural identity and morphological continuity. Particular attention is paid to the methods of contextualism, critical regionalism and adaptive reconstruction, which ensure dialogue between the past and the present. Аннотация Статья посвящена исследованию принципов взаимодействия исторической и современной архитектуры в городском пространстве Казахстана. Рассматриваются теоретические подходы к интеграции новых архитектурных форм в историческую среду, анализируются проблемы сохранения культурной идентичности и морфологической преемственности. Особое внимание уделено методам контекстуализма, критического регионализма и адаптивной реконструкции, обеспечивающих диалог между прошлым и настоящим. Keywords: historical environment, contemporary architecture, dialogue between old and new, architectural identity, contextualism, critical regionalism, urban planning. Ключевые слова: историческая среда, современная архитектура, диалог старого и нового, архитектурная идентичность, контекстуализм, критический регионализм, градостроительство. Введение Современные города Казахстана переживают процессы активной трансформации. Массовая застройка, экономическое развитие и урбанизация часто ставят под угрозу историческую застройку. В то же время сохранение архитектурной идентичности и культурной памяти требует интеграции новых форм без утраты исторического контекста. Диалог старого и нового — ключевой принцип современной градостроительной и архитектурной практики. Он предполагает, что новая архитектура не разрушает историческую среду, а формирует с ней органичное взаимодействие, создавая единый образ города, где прошлое и настоящее взаимодополняют друг друга. Цель статьи — выявить теоретические принципы и методы интеграции новой архитектуры в историческую среду городов Казахстана. Теоретические подходы к интеграции старого и нового 1. Контекстуализм Контекстуализм рассматривает архитектуру как часть существующей среды. Новые объекты должны учитывать масштаб, ритм, пропорции и материальную палитру исторических кварталов. Применение этого принципа позволяет сохранить визуальную и функциональную преемственность, избегая эффекта «чужеродного объекта». 2. Критический регионализм (К. Фрэмптон) Принцип критического регионализма предполагает диалог глобального и локального: новые архитектурные формы используют современные технологии, но сохраняют локальный культурный код. В казахстанской практике это проявляется в сочетании современных фасадных решений с традиционными материалами и мотивами. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 15 Economic sciences ANALYSIS OF THE EFFECTIVENESS AND APPLICABILITY OF MANAGEMENT MODELS IN THE CONTEXT OF DIGITAL TRANSFORMATION Ding Lei Al farabi Kazakh National university, Al Farabi business school, DBA, 2nd year Doctoral Student Scientific adviser: Doszhan Raigul PhD, Al-Farabi business school, Al-Farabi Kazakh National University Introduction In the era of digital transformation, conventional management frameworks are undergoing a profound transformation, necessitating the creation and adaptation of novel management approaches. The digital revolution not only alters the methods of communication within organizations but also presents novel possibilities for enhancing operational efficiency, streamlining processes, and making decisions based on data[1]. However, alongside the benefits, digital transformation also presents new obstacles, particularly the need to evaluate the efficacy of proposed management frameworks and their practicality in diverse sectors of the economy. The relevance of this research stems from the fact that in the era of rapid technological advancement, the efficiency of management has become a crucial determinant of organizational success. Companies that successfully integrate digital tools and innovative management approaches gain a competitive edge through streamlined operations, cost savings, and enhanced adaptability. However, not all management frameworks are equally effective in the context of digital transformation, necessitating a thorough assessment of their suitability and efficacy in diverse settings[2]. The purpose of this study is to evaluate the effectiveness and practicality of contemporary management frameworks in the digital age, identify the key factors influencing their performance, and devise optimal strategies for implementing digital solutions to enhance corporate governance. Literature review The issue of assessing the efficacy and relevance of management frameworks in the context of digital transformation is a subject of interest for many scholars across various disciplines, as digital transformation is increasingly permeating the lives of individuals. This paper explores the research conducted by international authors on the influence of digital technologies on managerial processes. For instance, Brynjolfsson and McAfee in their book "The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies" examine the impact of digital technologies on business and society, highlighting the need for traditional management models to adapt to the era of automation, artificial intelligence, and big data[3]. The authors underscore that digital transformation is reshaping the role of management, emphasizing the importance of data analysis and algorithmic decision-making. Davenport and Ronanki (2018) in their article «Artificial intelligence for the real world», published in the Harvard Business Review, highlight three crucial areas of digital technology implementation in management: the automation of business processes, data-driven decision-making, and enhanced collaboration between humans and machines[4]. Their study underscores the importance of agile management approaches that can respond to evolving circumstances. O. Omelianenko and other authors in their publication «Digital Infrastructure Business Model: Innovation Ecosystem Framework» view digitalization as a crucial element for the success of contemporary enterprises. They propose a digital leadership framework, where thriving organizations seamlessly integrate innovative technology with a robust organizational culture and agile management approaches[5]. The authors assert that companies that proactively embrace digital transformation are more likely to achieve superior outcomes. Therefore, the analyzed research demonstrates that digitalization is fundamentally altering conventional management approaches, making them more adaptable and data-driven. Nevertheless, the question of assessing their efficacy remains pertinent and warrants further investigation. Research methodology In this research, two methods were chosen, one of which is the observation method. This observation method is a key tool for analyzing changes in organizational management in the context of digital transformation. It is used in this research to study the actual processes of adapting traditional management IV international scientific conference. Helsinki. Finland. 30-31.10.2025 16 models to digital technologies and to identify practical challenges and successful strategies for implementing digital solutions. The second method is comparative analysis. This approach is employed to contrast various management approaches in the realm of digitalization and their influence on organizational performance. The research examines successful digital transformation initiatives implemented in various nations, comparing the performance metrics of companies employing traditional and digital management frameworks. The comparative analysis allows for the identification of the strengths and weaknesses of different approaches, as well as the formulation of the most effective digital transformation strategies to enhance the competitiveness and adaptability of organizations. Results and discussion Traditional management models, including bureaucratic, classical, and scientific systems, have historically provided stability and predictability for organizations[6]. However, in today's digital age, these models are becoming less relevant as they are less flexible and slow to respond to change. To address this challenge, these models must be revised to adapt to the digital transformation. The following elements are essential for this adaptation: 1. Management models should be dynamic and able to adjust to market and technological changes. 2. In the digital era, decision-making authority should shift from centralized to decentralized structures, allowing field staff more autonomy and flexibility to respond quickly. For example, government digital management services (For example, "Digital Government" in Kazakhstan, e-Government in Estonia). 3.Adopting agile methodologies like Agile and Scrum can help organizations quickly adapt to evolving conditions and foster innovation. (For example, these are technology companies (Google, Spotify, Amazon). The impact of big data on management practices. One of the key aspects of digital transformation is the utilization of big data. Data-driven management approaches allow organizations to make decisions based on objective and pertinent data rather than relying on intuition or past experiences (For example, these are cryptocurrency platforms). In these approaches, data analytics plays a crucial role: Data analytics: Data analysis tools enable organizations to identify hidden patterns, predict future customer behavior, and optimize operations. Forecasting and modelling: Based on data, models can be created to simulate market developments and predict the outcomes of various management choices. The utilization of big data also impacts approaches to human resources management, marketing strategies, and supply chain management. Artificial intelligence (AI) and automation in management: Artificial intelligence and automation technologies are increasingly employed to enhance management efficiency and streamline workflows. Some examples of AI applications in management include: Automation of Routine Operations: Tasks such as document processing, inventory management, and quality control can be automated through the use of AI and robotics. AI-driven Decision Making: Artificial Intelligence is capable of analyzing large volumes of data and offering optimal solutions for businesses, speeding up the decision-making process. Risk Management: AI systems can identify potential risks and suggest preventive measures to mitigate them. Process Automation: Automation can reduce costs, increase efficiency, and decrease the number of operational mistakes. Challenges of Digital Transformation for Management: Despite the benefits of digitalization, there are new management challenges associated with it, including: Cybersecurity: The integration of digital technologies exposes companies to cyber threats. Managers must ensure the security of data and information systems to protect against these risks. Management models are undergoing significant changes in the context of digital transformation. Companies that want to remain competitive need to adapt their approaches by using modern digital technologies like artificial intelligence, big data, and automation. These tools not only improve management efficiency but also create new opportunities for sustainable growth in a rapidly evolving economy. The method of comparative analysis was employed to examine diverse digital governance frameworks and assess their performance across different nations and economic sectors. The research compared digital transformation approaches in the United States, China, and Kazakhstan(Table 1). IV international scientific conference. Helsinki. Finland. 30-31.10.2025 17 Table 1. Comparative Analysis of Digital Management Models Criterion USA (Amazon) China (Alibaba) Kazakhstan (Kaspi.kz) Digital Management Model Centralized management, AI integration in logistics and marketing Ecosystem approach, active use of Big Data and digital payments Universal digital platform (finance, marketplace, online services) Key Technologies Artificial intelligence, cloud computing, robotics Data analytics, mobile super apps, digital payment platforms Digital banking, e-commerce, fintech Effectiveness Acceleration of business processes by 40%, reduction of operational costs Access to 800+ million users, high service personalization 30% annual growth in user base, increase in digital transaction share Key Challenges Cybersecurity, data protection, high competition Government regulations, censorship, need for localized solutions Limited digital infrastructure, dependence on foreign technologies The source was compiled based on the data [7-9] The American model prioritizes automating processes and tailoring services through artificial intelligence.The Chinese model takes a holistic approach, integrating finance, commerce, and digital services into a unified product.The Kazakh approach revolves around the universalization of services within a single platform, encompassing financial, commercial, and public services. A comparative evaluation reveals that the success of digital management models hinges on the extent to which innovative technologies are implemented and services are integrated. The techniques of observation and contrastive examination have facilitated a more profound comprehension of the effects of digitalization on the administration of enterprises. The key findings include: The implementation of automation enhances operational effectiveness by 30-50%. Digital transformation is reshaping corporate culture by fostering employee involvement. Various nations employ distinct frameworks for digital administration, yet the prevailing trend is the incorporation of artificial intelligence and big data. Conclusion The examination of management frameworks in the context of digital transformation reveals that digital technologies are a crucial element in enhancing operational effectiveness and fostering innovation. A comparative examination of companies such as Amazon (United States), Alibaba (China), and Kaspi.kz (Kazakhstan) demonstrates that the utilization of artificial intelligence, data analytics, and digital ecosystems contributes to the optimization of business processes, the enhancement of customer engagement, and the improvement of financial outcomes. Nevertheless, the process of digital transformation is not without its obstacles. These include cybersecurity threats, regulatory limitations, and infrastructure constraints, particularly in developing nations. To overcome these challenges, businesses must adopt agile management approaches, decentralize decisionmaking, and leverage AI-powered solutions for strategic planning and risk mitigation. Ultimately, those companies that successfully integrate digital tools into their operations will gain a competitive edge and foster sustainable growth in a rapidly evolving digital landscape. References 1. Logeswaran K. et al. Unifying Technologies in Industry 4.0: Harnessing the Synergy of Internet of Things, Big Data, Augmented Reality/Virtual Reality, and Blockchain Technologies //Topics in Artificial Intelligence Applied to Industry 4.0. – 2024. – P. 127-147. 2. Rinchen S., Banihashemi S., Alkilani S. Driving digital transformation in construction: Strategic insights into building information modelling adoption in developing countries //Project Leadership and Society. – 2024. – Т. 5. – P. 100138. 3. Brynjolfsson E., McAfee A.. The Second Machine Age Work, Progress, and Prosperity in a Time of Brilliant Technologies [Electronis resource]. – 2018. – URL: https://wwnorton.com/books/the-second-machine-age/ (date of request 10.03.2025) 4. Davenport H. T., Ronanki R. Artificial intelligence for the real world [Electronic resource]. – 2018. – URL: https://hbr.org/2018/01/artificial-intelligence-for-the-real-world(date of request 10.03.2025) 5. Omelianenko O. et al. Digital Infrastructure Business Model: Innovation Ecosystem Framework//2024 47th MIPRO ICT and Electronics Convention (MIPRO). – IEEE, 2024. – P. 973-976. 6. Nurman N., Zainal Z., Ardianyah A. The Dynamics Of Theoretical Approaches In Contemporary Public Administration Studies: Critical Analysis And Policy Implications //Jurnal Kajian Pemerintah: Journal of Government, Social and Politics. – 2024. – Т. 10. – №. 2. – P. 123-136. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 18 7. Ali H. et al. Analyzing amazon products sentiment: a comparative study of machine and deep learning, and transformer-based techniques //Electronics. – 2024. – Т. 13. – №. 7. – P. 1305. 8. Ping Y. Analysis of Alibaba's Digital Transformation Strategy and Its Impact on the Competitiveness of the E-Commerce Industry //International Journal of Finance and Investment. – 2025. – Т. 2. – №. 1. – P. 41-48. 9. Ashurbaev O., Jurambekov S. Research Theme: The Evolution of E-Commerce in Central Asia: Best Practices //Multidisciplinary Journal of Science and Technology. – 2024. – Т. 4. – №. 12. – P. 898-908. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 19 PROBLEMS AND PROSPECTS OF DIGITALIZATION IN DEVELOPING COUNTRIES Du Peitao Al farabi Kazakh National university, Al Farabi business school, DBA, 2nd year Doctoral Student Scientific adviser: Doszhan Raigul PhD, Al-Farabi business school, Al-Farabi Kazakh National University Introduction In modern society, the process of digital transformation is becoming one of the most important factors determining the socio-economic development of states[1].Innovative technologies such as artificial intelligence, big data, cloud computing and the Internet of Things are becoming an integral part of the competitiveness of economies. However, the process of digital transformation in developing countries faces a number of obstacles, including infrastructural constraints, a shortage of qualified personnel, insufficient funding, and digital inequality. Despite these challenges, digitalization opens up significant opportunities for improving production efficiency, improving public administration, developing entrepreneurship, and integrating into the global digital economy. The purpose of this study is to identify the main obstacles and opportunities for the introduction of digital technologies in developing countries, as well as to formulate recommendations for accelerating the pace of digital transformation. To achieve this goal, the following tasks were set: 1. Analyze the main obstacles to digital transformation in developing countries. 2. To study successful examples of digitalization initiatives in various sectors of the economy of developing countries. 3. Identify the impact of government programs and international efforts on the digital transformation process. The scientific novelty of this study lies in its comprehensive analysis of the current state of digitalization efforts in developing countries and their potential implications for their economic and social progress. The novelty of this study lies in its comprehensive analysis of the digital transformation process in developing countries. Unlike previous studies that focused on developed economies, our study takes into account not only technological aspects, but also socio-economic factors influencing digitalization. Literature review A plethora of research has been conducted in this field, exploring the influence of digitalization on economic expansion, administrative procedures, and societal advancement. The digital transformation in emerging nations is a subject of interest for scholars, who examine the challenges and prospects of implementing cutting-edge technologies.Consequently, A.J.Singun in their research examine the primary obstacles to digital transformation in emerging nations, including inadequate infrastructure, low digital proficiency, and legal limitations[2]. They highlight that the absence of a reliable internet connection and restricted access to cuttingedge technologies are hindering the expansion of the digital economy. S. Wang and his colleagues investigate the impact of digital transformation on the labor market in developing countries. Their study reveals that automation and digital technologies can create new jobs, but they also lead to an increased digital divide within the population[3]. The authors propose a strategy to adapt educational systems in order to prepare specialists for the digital economy. X. Hao research delves into the impact of government initiatives on the digitalization of the economy[4]. They examine key government programs that foster the advancement of digital technologies, while also scrutinizing China's digital economy policy, which serves as a model for other developing nations to emulate. S. Zhamburbayeva, A. G. Ilyassova offers an overview of the digital transformation in Kazakhstan, highlighting the obstacles the country encounters, such as a shortage of skilled professionals and the limited preparedness of small and medium-sized enterprises for digital transformation. He underscores the necessity for implementing programs to support and subsidize digital initiatives[5]. Consequently, the research presented here highlights the multifaceted nature of digital transformation in emerging economies, encompassing aspects such as infrastructure, socioeconomic conditions, and political factors. It underscores the significance of a holistic approach to digitalization, encompassing the development of infrastructure, digital education, and governmental backing for innovation. Research methodology Two main methods were used in this study: comparative analysis and content analysis. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 20 The comparative analysis method allowed us to compare digital strategies in different countries and identify key differences and similarities in their approaches to digital transformation. Indicators such as digital infrastructure, government initiatives, the level of digital literacy and business involvement in digital technologies were studied. This analysis helped us identify successful practices and obstacles to the introduction of digital technologies. In addition, the content analysis method was used to analyze the content of digital strategies and identify patterns and trends in their implementation. This method has helped to gain a deeper understanding of strategies and their impact on various stakeholders. For a deeper analysis of digitalization trends, a content analysis of official strategic documents, reports of international organizations such as the World Bank and the OECD, as well as scientific publications and analytical reviews was conducted. This method allowed us to identify key areas of digital transformation, existing barriers and prospects for the development of the digital economy in developing countries. Results and discussion Based on a comparative analysis and content analysis of digital strategies in developing countries, were had identified key barriers and opportunities that affect the successful implementation of digital technologies: Digital transformation in developing countries is hindered by barriers such as: - Insufficient digital infrastructure. Many countries lack Internet coverage, especially in rural areas, and the high cost of deploying a 5G network and broadband Internet access makes digital modernization difficult. - Low level of digital literacy. The lack of digital technology skills among the population limits the introduction of new technologies into the economy. There is also a shortage of educational programs for teaching ICT (information and communication technologies). - Limited access to financing of digital projects. There is a lack of investment in startups and innovative technologies, and the cost of digital solutions is too high for small and medium-sized businesses. - Legal and regulatory barriers. The main problems are the lack of a comprehensive regulatory framework for the digital economy and standards for cybersecurity and data protection. Government programs to support digitalization are also ineffective and bureaucratic. Despite these challenges, there are still significant opportunities for digital transformation in developing countries. E-commerce and mobile payment systems can be developed, which will simplify financial transactions and expand access to banking services. Online trading can create new jobs and promote the growth of small businesses. Government support for digital initiatives such as the Digital Silk Road in China and Digital Kazakhstan can contribute to successful digital transformation. Investing in digital literacy and education. Creating digital ecosystems and supporting startups. Creation of technology centers and incubators for innovation. Work with international partners and attract foreign investments for digital projects. The Comparative Analysis method has made it possible to identify successful cases of developing countries even more(Table 1). Table 1. Comparison of Digital Strategies in Developing Countries Country Digital Strategy Key Initiatives Results China "Internet Plus," "Digital Silk Road" Development of 5G, artificial intelligence, fintech, and blockchain Leader in e-commerce, high level of business digitalization Kazakhstan "Digital Kazakhstan" E-government, digitalization of the financial sector Growth of cashless transactions, simplification of administrative services India "Digital India" Development of online education, fintech solutions, AI, and IoT Growth of digital payments, expansion of the IT industry The source was compiled based on the data [6-8] The results of the research demonstrate that achieving successful digital transformation in developing nations necessitates a comprehensive strategy encompassing the development of infrastructure, the enhancement of legal frameworks, the promotion of startups and digital solutions, and the improvement of digital literacy among the population. Despite the obstacles, the implementation of digital technologies presents a plethora of possibilities for economic expansion, attracting investments, and enhancing the quality of life for individuals. Conclusion As a result of the research conducted, key barriers and opportunities for the transition to digital technologies in developing countries were identified. An analysis of the digital strategies of various countries IV international scientific conference. Helsinki. Finland. 30-31.10.2025 21 has shown that successful implementation of digital technologies depends on well-developed infrastructure, government support, and the level of digital literacy among the population. The main obstacles remain lack of investment, insufficient legislative regulation, and limited access to modern technologies. However, countries actively developing the digital economy have significant growth potential and can attract investment. Implementing successful practices from developed countries adapted to local conditions can increase the level of digitalization and accelerate economic growth, as well as increase the competitiveness of developing countries in the global market. References 1. Djuraev I. et al. The Impact of Digitization on Legal Systems in Developing Countries //Qubahan Academic Journal. – 2025. – Т. 5. – №. 1. – P. 81-117. 2. Singun A. J. Unveiling the barriers to digital transformation in higher education institutions: A systematic literature review //Discover Education. – 2025. – Т. 4. – №. 1. – С. 37. 3. Wang S. et al. Digital transformation and corporate labor investment efficiency //Emerging Markets Review. – 2024. – Т. 59. – С. 101109. 4. Hao X. et al. The impact of digital government on corporate green innovation: Evidence from China //Technological Forecasting and Social Change. – 2024. – Т. 206. – С. 123570. 5. Zhamburbayeva S., Ilyassova G. A. The realization of the “Concept of digital transformation, development of the information and communication technologies and cybersecurity industry for 2023‒2029” by implementing blockchain in the technologies of the Republic of Kazakhstan and the prob //Bulletin of the Karaganda University “Law Series”. – 2024. – Т. 11629. – №. 4. – С. 137-145. 6. Cheng J., Zeng J. “Digital silk road” as a slogan instead of a grand strategy //Journal of Contemporary China. – 2024. – Т. 33. – №. 149. – P. 823-838. 7. Sheryazdanova G. R. Impact of digitalization and e-government on good governance: achievements and challenges in Kazakhstan //Bulletin of the LN Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series. – 2024. – Т. 146. – №. 1. – P. 70-81. 8. Malhotra C. Digital India: Past, present and future //Indien im 21. Jahrhundert− Auf dem Weg zur postindustriellen Ökonomie: India in the 21st Century–On its way to a post-industrial economy. – Wiesbaden : Springer Fachmedien Wiesbaden, 2024. – P. 325-345. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 22 THE INFLUENCE OF DIGITAL TRANSFORMATION ON THE QUALITY OF LIFE FOR FACULTY MEMBERS IN CHINESE UNIVERSITIES Hui Xin Al farabi Kazakh National university, Al Farabi business school, DBA, 2nd year Doctoral Student Scientific adviser: Kozhakhmetova Assel PhD, Al-Farabi business school, Al-Farabi Kazakh National University Introduction The modern era of digital transformation encompasses a wide range of sectors, including higher education. As digital technologies rapidly advance, university administration is becoming more streamlined, but this progress also brings forth new obstacles regarding the welfare of faculty members. In Chinese universities, the digital transformation of management has a profound effect on the work processes of professors, their working environment, work-life balance, and professional fulfillment. Consequently, it is imperative to explore how digital technologies can enhance the well-being of faculty members and the potential risks associated with their active implementation. The significance of this research lies in the increasing influence of digital technologies in the educational field. The adoption of online platforms, AI, cloud services, and automated management systems is revolutionizing academic practices. However, the absence of a clear digital management approach can lead to challenges, such as increased workload for educators, difficulties in adapting to new technologies, and diminished motivation. This research aims to explore the potential benefits and risks of digitalization for the teaching staff in Chinese universities and propose strategies to enhance their performance. The significance of this research stems from the need to strike a balance between the efficiency of digital solutions and the preservation of teachers' well-being. Universities embarking on a digital transformation journey must consider not only technological aspects but also the implications of these changes on the academic community. The development of strategies to support teaching staff in the context of digitalization contributes to enhancing the quality of education and fostering the sustainable growth of universities. The purpose of this study is to assess the influence of digitalization in management on the well-being of Chinese university faculty, to identify key opportunities and obstacles, and to propose recommendations for enhancing the effectiveness of digital solutions in managing academic staff. In order to conduct research on the set goal, it is necessary to complete these two tasks: To examine the current digital instruments and techniques employed in the administration of universities in China and evaluate their influence on the working environment for faculty members. To pinpoint the primary obstacles posed by digitalization for faculty members, encompassing the effects on workload, emotional well-being, and professional growth, and propose solutions to overcome these challenges. Literature review The topic of digital transformation in Chinese universities and its effect on the welfare of faculty members is a subject of extensive investigation in Chinese academic circles. Chinese scholars have explored various facets of this issue, including the implementation of digital platforms, the influence of artificial intelligence on the educational process, and the transformation of teachers' working conditions. According to a research conducted by C. Wang and other authors digital technologies are increasingly being integrated into the management of universities in China[1]. The implementation of cloud-based systems and artificial intelligence in administrative processes allows for the automation of routine tasks, thereby enhancing the efficiency of universities. However, it is important to note that the lack of adequate training for faculty members in the use of digital tools can lead to increased stress and workload. X. Yang, J. Du in their research explore the impact of digitalization in management on the level of teacher satisfaction with their work[2]. They observe that digital technologies enable teachers to devote less time to administrative tasks, yet simultaneously enhance their engagement in online education, which can lead to emotional exhaustion. The authors suggest that universities should implement teacher support programs in the context of digital transformation. The study by Z M. Azaz explores the difficulties that faculty members face when adapting to digital transformation[3]. The authors highlight several key obstacles: a lack of technical proficiency, the need for additional time due to digital demands, and the requirement for ongoing training. They propose that universities should develop comprehensive strategies for digital transformation, with a focus on the well-being of faculty members. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 23 In the context of this study, several important conclusions were drawn from the literature analysis.The process of digitalization of university management in China is developing rapidly, covering various aspects of the work of the teaching staff. The availability of digital tools improves the learning process, but at the same time it can contribute to an increase in psychological stress. To ensure successful digital transformation, it is essential to create a supportive environment for teachers, including digital learning initiatives and burnout prevention programs. Thus, the literature review supports the importance of examining the impact of digitalization of management on teaching staff and identifies key areas for further research. Research methodology In this study, we used a qualitative content analysis method that allowed us to systematize and interpret data on the impact of digitalization in management on the well-being of Chinese university faculty. Scientific articles, official university reports, and digital platforms integrated into educational institutions were analyzed. This approach of the method consisted of the following tasks: Identification of the main trends in the digital transformation of university management. Studying the impact of digitalization on the working conditions and well-being of the teaching staff. Examine policies and strategies aimed at supporting teachers in the context of digital change. Results and discussion The examination of scholarly publications, university reports, and online platforms has revealed both positive and negative aspects of the digital transformation of university administration. 1. The primary trends in the digital transformation of university administration The digital age has brought about substantial changes in the way universities are managed in China[4]. Based on the analysis of the reports of the Ministry of Education of the People's Republic of China and the strategies of leading universities, several key trends can be identified: Streamlining administrative processes. The use of digital platforms has allowed for the optimization of document flow, reducing bureaucratic burdens on faculty members and enhancing internal coordination within universities. Enhancing online education. The widespread adoption of blended and distance learning has necessitated the adaptation of new digital tools by faculty members, which, on one hand, expands educational opportunities but, on the other, increases their workload. The implementation of intelligent control systems. The use of artificial intelligence (AI) and big data to monitor the quality of teaching is becoming increasingly prevalent, allowing for more accurate assessments of teachers' performance. However, these technologies also raise questions about potential bias and the potential for administrators to exert undue influence. 2.The analysis revealed that digitalization has both positive and negative effects on the teaching staff of Chinese universities. Positive aspects: Enhanced work flexibility. Digital technologies enable teachers to work remotely, which contributes to their job satisfaction and reduces stress related to commuting. Expanded access to global educational resources. The integration of digital tools provides teachers with the opportunity to utilize international databases, engage in online learning, and collaborate with colleagues from around the world. Customized learning experiences. Artificial intelligence allows for the adaptation of educational programs to individual student needs, thereby improving academic performance and reducing the workload for teachers. Negative impacts: The workload has increased. A review of university reports has revealed that educators are required to acquire new technological skills, develop digital learning resources, and supervise students in an online setting, which results in longer working hours. The emotional and professional exhaustion. The growing expectations for digital proficiency and the necessity for constant online monitoring contribute to stress and professional exhaustion among educators. The digital training is not uniform. The level of digitalization varies from institution to institution, creating a disparity between educators who possess high levels of digital literacy and those who struggle to adapt[5]. 3. Policies and approaches to assist faculty members in the era of digitalization To mitigate the adverse impacts of digital transformation, Chinese universities are implementing a range of initiatives to support their faculty members: IV international scientific conference. Helsinki. Finland. 30-31.10.2025 24 Professional development programs. Many universities provide online courses and workshops on digital technologies, helping faculty members adapt to the changing landscape. Load management strategies. Some universities are implementing load-sharing models that take into account the digital workload of faculty members, thereby reducing their burden. Mental health support. Universities have introduced mental health programs to help faculty members cope with stress and prevent professional burnout. The examination of the digitalization of Chinese university administration has revealed that the implementation of digital transformation has a dual impact on the teaching staff. On the one hand, it enhances work efficiency, reduces administrative burdens, and opens up new avenues for professional advancement. On the other hand, it results in increased workload, stress, and professional exhaustion. The findings underscore the importance of developing well-balanced digital governance strategies that consider not only technological advancements but also the human factor. Universities should prioritize creating a supportive digital environment, enhancing the skills of educators, and implementing mechanisms to promote their well-being in the context of digital transformation. Conclusion The digitalization of management in Chinese universities has had a significant impact on the well-being of teaching staff[6]. Analysis has shown that digital transformation has led to improved access to educational resources and expanded distance learning opportunities. It has also led to increased flexibility in workflow. However, the workload has also increased, as has the stress associated with the need for continuous development of new technologies. This has led to an increase in the risk of emotional and professional burnout. The successful implementation of digital technologies in university management necessitates the balanced development of teachers' digital skills, flexible workload management systems, and psychological support programs. Optimizing digital processes and strategically managing these changes will not only enhance the effectiveness of the educational process but also improve the working conditions for teaching staff, leading to increased satisfaction and professional motivation. References 1. Wang C. et al. Education reform and change driven by digital technology: a bibliometric study from a global perspective //Humanities and Social Sciences Communications. – 2024. – Т. 11. – №. 1. – P. 1-17. 2. Yang X., Du J. The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model //BMC psychology. – 2024. – Т. 12. – №. 1. – P. 51. 3. Azaz M. Z. et al. Navigating Digital Transformation In Higher Education: Lessons From An Online University Case Study //Educational Administration: Theory and Practice, 30 (6). – 2024. – P. 3194-3203. 4. Zhang J., Chen Z. Exploring human resource management digital transformation in the digital age //Journal of the Knowledge Economy. – 2024. – Т. 15. – №. 1. – P. 1482-1498. 5. Jia R. Practical application and industry relevance: the role of off-campus training in student skill development //Education and Information Technologies. – 2025. – С. 1-37. 6. Yiming L., Yan L., Jinsheng Z. Effects of organizational climate on employee job satisfaction and psychological well-being: the role of technological influence in Chinese higher education //BMC psychology. – 2024. – Т. 12. – №. 1. – P. 536. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 31 ANALYSIS OF THE ROLE OF HUMAN RESOURCES AND INTELLECTUAL DEVELOPMENT IN REAL ESTATE MANAGEMENT IN KAZAKHSTAN Zhu Yufeng Al farabi Kazakh National university, Al Farabi business school, DBA, 2nd year Doctoral Student Scientific adviser: Niyetalina Gaukhar PhD, associate professor, Al-Farabi business school, Al-Farabi Kazakh National University Introduction In the era of rapid technological advancement and globalization, the field of real estate management is experiencing a period of transformation. In Kazakhstan, the implementation of intelligent solutions and digital technologies in human resource management is emerging as a crucial factor in enhancing the industry's performance. The utilization of advanced technologies, including artificial intelligence, big data, and process automation, enables the optimization of human resources, enhancement of property management, and enhancement of the competitiveness of businesses. The relevance of this research lies in the necessity to adapt the real estate market in Kazakhstan to the digital transformation. The implementation of intelligent personnel management systems, digital platforms, and automated processes not only enhances productivity but also enables companies to respond more effectively to market changes, reduce expenses, and improve the quality of services provided. In the context of growing urbanization, the development of "smart" cities, and the expansion of digital ecosystems, the issue of intelligent real estate management is becoming even more crucial. The objective of this study is to examine the influence of digitalization and intelligent technologies on the evolution of human resource management in the real estate sector of Kazakhstan, to identify key opportunities and obstacles, and to pinpoint promising areas for the industry's development in the context of digital transformation. Literature review The works of Kazakhstani and Chinese researchers devoted to the digitalization of real estate management and the development of intellectual potential emphasize the importance of introducing modern technologies to increase the efficiency of the industry. In particular, S. Sapakova and A. Sapakov analyzes the impact of digitalization on the real estate market in Kazakhstan[1]. They draws attention to the importance of automating processes and implementing digital platforms in real estate management. The author notes that the use of big data and Internet of Things technologies helps to increase the transparency of transactions, reduce costs and increase the investment attractiveness of the sector. J. Zhang and Z. Chen studies how to effectively manage human resources using modern technologies in the context of digital transformation[2]. He draws attention to the fact that for the successful implementation of intelligent personnel management systems, it is necessary to improve the digital literacy of employees, develop new skills and adapt educational programs to the requirements of the digital economy. In the research of M. Urdabayev M., the issue of introducing the concept of "smart cities" in Kazakhstan is considered[3]. The author notes that real estate management is becoming an important part of the digital ecosystem. He emphasizes that the use of intelligent solutions such as blockchain, cloud services, and digital building doubles can increase operational efficiency and improve infrastructure management. I. I. Zedgenizova analyzes the role of government initiatives and programs in the process of digitalization of the real estate market[4]. She explores the impact of the state programs "Digital Kazakhstan" and "Smart Cities" on the development of intelligent real estate management. At the same time, she notes the need to improve the regulatory framework for the successful implementation of digital technologies in this area. Thus, the research of Kazakhstani scientists demonstrates that digitalization and intelligent human resource management play an important role in the modernization of the real estate market in Kazakhstan. The use of advanced technologies and the adaptation of business processes to digital realities open up new prospects for the development of the industry and increasing its competitiveness. Research methodology In this research, the case study approach, which allowed to thoroughly examine real-world examples of how digital technologies have been implemented in real estate management and the intellectual development of human resources in Kazakhstan. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 32 The case study involved scrutinizing real-life scenarios where companies or government agencies had successfully or, alternatively, encountered difficulties in implementing digital technologies in their real estate management processes. The study included examples of Kazakhstani companies that utilized digital platforms for managing real estate, as well as organizations that implemented intelligent systems to enhance their personnel management. Through the analysis of these specific instances, able to pinpoint the crucial factors that contributed to the success of digitalization in this field, the primary challenges faced by organizations, and the promising areas for advancement in this area in Kazakhstan. Results and discussion Based on the analysis, several key aspects of the digitalization of real estate management and the intellectual development of human resources in Kazakhstan were identified. The case study analysis revealed that leading development companies in Kazakhstan are actively adopting digital technologies to enhance the efficiency of property management[5]. The utilization of CRM systems, cloud-based solutions, and AI contributes to several aspects, including: -Optimizing facility management procedures (automating building maintenance monitoring, maintenance scheduling, and real-time data analytics). - Enhancing customer engagement (implementing online platforms for real estate renting, buying, and selling, which enhances transparency and convenience in transactions). - Reducing transaction expenses through automated workflows and digital calculations. However, a major challenge identified in the research is the inadequate level of digital readiness among many organizations, as well as a lack of skilled professionals and high costs associated with implementing innovative solutions. The study also revealed that digital transformation is affecting the field of human resources management. Several companies have begun to actively implement HR-tech solutions[6], such as: -Using big data and artificial intelligence to predict staffing requirements and evaluate employee performance. Digital platforms for staff training and development, which contribute to professional growth and employee adaptation to new circumstances. Automated recruitment systems that shorten recruitment times and improve the quality of candidates selected. -Despite these advances, one challenge remains - the low level of digital literacy among employees, particularly in traditional sectors. This requires additional investment in training and developing digital skills. Analysis shows that Kazakhstan is in the midst of an active digital transformation process, but faces several obstacles, including: -Financial barriers are a major obstacle to implementing digital technologies, particularly for small and medium-sized businesses. This is due to the high costs associated with implementing these technologies. -Another challenge is the shortage of skilled personnel in the field of digital technology and intelligent personnel management. This lack of specialized knowledge and expertise can hinder the successful implementation of digital solutions. -Furthermore, there is a lack of integration between different digital solutions, which can lead to a fragmented approach to technology use. This can prevent businesses from fully leveraging the benefits of digitalization. Despite these challenges, the potential for digitalization in the real estate and human resources sectors remains significant. Government support for digital initiatives, as well as the development of a robust digital infrastructure, can create favorable conditions for businesses to adopt innovative solutions and drive digital transformation in these industries. Conclusion Based on the research conducted, several key conclusions can be drawn regarding the digitalization of real estate management in Kazakhstan. The process is actively developing, but it is accompanied by several challenges, such as financial barriers, staff shortages, and insufficient integration of digital solutions. The use of digital platforms and artificial intelligence in the real estate sector has the potential to increase management efficiency and reduce costs. Additionally, automated systems can improve the customer experience. In the field of human resources, digitalization has led to the introduction of HR-tech solutions that automate tasks such as recruitment, training, and performance monitoring. However, the low level of digital literacy among employees remains a significant challenge that requires additional investment in training and development. The prospects for digital transformation in these areas depend on government support, increased funding for innovative projects, and the expansion of digital infrastructure. These measures will create conditions for improving the competitiveness of Kazakh companies in domestic and international markets. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 33 Although there are challenges, Kazakhstan has great potential for digital transformation. Further development of digital solutions, collaboration between businesses and government, and investments in digital literacy will create a sustainable ecosystem that will ensure the country's long-term competitive advantage. The article was prepared within the framework of the grant financing project of the Science Committee of the Ministry of Science and Higher Education ("Study of the impact of macroeconomic, political and digital processes on the financial stability of Kazakhstan" IRN AP19674948.) References 1. Sapakova S., Sapakov A. Features of modeling the online real estate market in Almaty //Procedia Computer Science. – 2024. – Т. 231. – P. 409-414. 2. Zhang J., Chen Z. Exploring human resource management digital transformation in the digital age //Journal of the Knowledge Economy. – 2024. – Т. 15. – №. 1. – P. 1482-1498. 3. Urdabayev M. et al. Discovering smart cities’ potential in Kazakhstan: A cluster analysis //Plos one. – 2024. – Т. 19. – №. 3. – P. e0296765. 4. Zedgenizova I. I. et al. Special aspects of the economy digitalisation process of CIS countries: practical aspects //International Journal of Business Innovation and Research. – 2024. – Т. 35. – №. 2. – P. 173-196. 5. Rakhymzhan G. et al. Navigating Kazakhstan’s Sustainable Economic Future: A Study of Tech Innovation, Infrastructure, and Resource Management //Economies. – 2024. – Т. 12. – №. 5. – С. 104. 6. Chopra A., Chopra A. R., Shukla V. K. Forthcoming human resource technology trends //Industry 4.0 and People Analytics. – Apple Academic Press, 2024. – P. 287-297. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 34 Geographical sciences ESTIMATION OF KURMUKCHAY RİVER WATER RESOURCES USING RATİONAL METHOD RUNOFF COEFFİCİENT AND OPPORTUNİTİES GİS TECHNOLOGIES Movlud Teymurov Ziyafat Agayev Ministry of Science and Education, Institute of Geography, Baku, Azerbaijan Abstract The objective of this investigation is to initiate a scientific analysis of the applicability of water resources' estimation of river Kurmukchay River basin by using rational method and GIS technologies. It is a simple, prompt and predictable conceptual method for the estimation of direct surface runoff depth based on storm rainfall depth. The rational method may be used for estimation of streamflow statistics at any ungauged sites of the river basin. The Kurmukchay river's average surface runoff is estimated based on the rational runoff coefficients depending on the hydrologic soil groups, soil granular structure, land use and land cover, and slope degrees of the catchment. The river is fed by 57.1% surface and 42.9% underground water. So, the annual total runoff discharge of the Kurmukchay river is estimated about 10.43 m3/sec. Introduction When estimating of the river water resources are preferred to the prompt methods focused to major runoff-producing watershed properties at present. The effectiveness of these methods is that in spite of many flow-forming factors have been taken into estimating in the context of the methods, the calculation is carried out in the presence of one or some factors. One of these methods is a Rational method runoff coefficient [1, 3, 9, 10]. Methods and materials The rational runoff coefficient (c) is an parameter used in hydrology for predicting direct runoff from rainfall excess and to assess the level of surface runoff-forming after rainfall. The popularity of the rational method is its convenience, simplicity, predictable, a long history of researches. The rational coefficients are parameteres depending on the soil types, soil granular structure, land use and soil hydrologic condition, slope degrees, vegetation cover’s types and density, etc. The Rational method equation is expressed as follow: Q=ciA where, Q ─ surface runoff discharge, in cfs, 1 cfs = 0,0283 m³/san. c ─ Rational surface runoff coefficient; i ─ Rainfall intensity in inches/hour (1 in = 25.4 mm); A─The drainage area, in acres (1 acre = 0.004047 km²). For expressing surface runoff discharge by unit m3/sec we obtained the transition (convertation) coefficient. It has been fixed as k=0.0000314. So, the formula Q=ciA after addition convertation coefficient is expressed as Q=k×ciA. The rational coefficients recommended by different organizations of the United States related to hydrology, conservation of water and soil resources as NRSC, USDA, SCS are used published in special handbooks and manuals. The method is supported by at the worldwide level, in particular UNESCO and FAO too [2, 16, 20]. The rational coefficients are used for the following purposes mainly: the determination of catchment water balance elements (runoff, evaporation, infiltration, baseflow, maximum retention, soil moisture, initial abstraction), the predicting of peak discharces and natural hazards during the global climatic, anthropogenic and natural changes, for purposes of hydrological engineering and design. Results and discussion The estimation of Kurmukchay water resources based on Rational runoff coefficient method is shown as an example on the article. The investigation carried out by the following sequence: 1) Kurmukchay River basin area was divided using ArcGIS program. 2) The areas of the landscape, land cover and granular structure of soil covering Kurmukhchay basin have been identified on the basis of Azerbaijan's cognominal maps upon GIS program. 3) 3D model of watershed was created and the slope degrees for different gradation intended on rational method were calculated with ArcScene program; IV international scientific conference. Helsinki. Finland. 30-31.10.2025 35 4) Distinctive and appropriate sub-watersheds' areas for slope degrees, land foundation, soil granular structure have been compared and calculated through GIS opportunity. 5) Appropriate to the characteristics of land use for different slope degrees the rational runoff coefficients were estimated separately for each sub-watershed and at the basis of indicators of the subwatersheds total rational (surface) runoff coefficient too. 6) The average surface runoff discharge has been identified by the formula Q=ciA. For estimation of rational coefficient need to assess the following components firstly. I. Hydrologic soil groups (HSGs) determined by the granular structure of the watershed. Soils are classified by the USDA (United States Department of Agriculture) and NRCS (Natural Resources Conservation Service Soil) into four HSGs based on the soil's runoff potential. The four HSGs are A, B, C and D. Where group A generally has the smallest runoff potential and group D is the largest. The HSG classification is given first of all, on the basis of their granular structure (Table 1). [17, 18]. Table 1 The classification of hydrologic soil groups (HSGs) HSG Soil granular structure Characteristics of the runoff and infiltration A Sand (S), Loamy sand (LS), Sandy loam (SL) Low runoff, high infiltration B Silty loam (SiL), Loam (L) Moderately runoff and infiltration C Sandy clay loam (SCL) High runoff, low infiltration D Clay loam (CL), Silty loam (SiL), Sandy clay (SC), Silty clay (SiC), Clay (C) Very high runoff, low infiltration As a result of the calculations it was determined that soil granular structure in the basin Kurmukchay is L, SCL and CL-coded and such soil in accordance with the hydrologic soil groups B, C and D are compatible. The distribution of soil granular texture over investigated river basin has been calculated by map "Granulometric composition of soils" in the "National Atlas of the Azerbaijan Republic" and its result is reflected on the Figure 1: Figure 1. Soil’s granular structure of the Kurmukchay River basin II. Land cover and soil foundation destination is determined by land use in agriculture and other purpose; covering its surface with the natural landscape, vegetation, various industrial facilities, infrastructure, urbanization, etc. [5, 7, 12, 15, 19]. Surfaces that are relatively impervious like streets and parking lots have runoff coefficients approaching one. Surfaces with vegetation to intercept surface runoff and those that allow infiltration of rainfall have lower runoff coefficients. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 36 The condition of the Kurmukchay watershed surface is designated by collating basin cover with included in maps " The National Atlas of the Republic of Azerbaijan" (Landscape and Landuse maps of Azerbaijan) and appropriate sub-watershed areas and rational surface runoff coefficients were estimated, upon obtained results was compiled Figure 2 [11]. Figure 2. Land cover and rational coefficients of the Kurmukchay sub-watersheds III. The slope degrees of the basin. For determination slope degrees of river sub-watersheds was created 3D model of Kurmukchay basin with ArcScene program [6]. The slope degrees for different gradation intended on main rational method classification were calculated and divided sub-watershed’s degree gradation on the landuse, the obtained results was mapping and created “Slope degrees map of Kurmukchay basin“ Figure 3). Figure 3. Slope degrees of Kurmukchay basin IV international scientific conference. Helsinki. Finland. 30-31.10.2025 37 The rasional surface coefficients have been estimated by investigation of the suitable well-documented environmental inputs (hydrologic soil groups, land treatment and surface condition, slope degrees, atmospheric precipitation) of the 22 different sub-watershed areas separately and average rational coefficient whole of Kurmukchay River basin generally by addition sub-watersheds’ percentages. The investigation's conclusions are shown on table 2: Table 2 The estimation of surface (rational) runoff coefficients over Kurmukchay River basin № Land use & land cover Sub-watersheds Rainfall, mm Soil code HSGs Rational coefficient, c Slope, % km2 % 1 Pasture 80.7 14.1 700 CL D 0.50 2-6 2 Nival & subnival 27.6 4.83 1050 SCL C 0.72 ˃ 6 3 Meadow 96.9 16.9 1215 SCL C 0.44 ˃ 6 4 Forest 90.6 15.8 910 C D 0.25 ˃ 6 5 Forest 407 0.71 1000 CL D 0.25 ˃ 6 6 Cultivated areas 10.8 1.90 730 CL D 0.41 ˃ 6 7 Cultivated areas 7.39 1.29 730 CL D 0.41 ˃ 6 8 Pasture 32.8 5.75 520 CL D 0.50 2-6 9 Forest 3.45 0.60 700 L B 0.14 2-6 10 Garden 5.49 0.96 700 L B 0.15 ˂ 2 11 Garden 1.13 0.20 700 L B 0.21 2-6 12 Cultivated areas 54.6 9.55 695 L B 0.16 ˂ 2 13 Forest 2.75 0.48 700 L C 0.16 2-6 14 Forest 3.88 0.68 700 L B 0.18 ˃ 6 15 Garden 5.70 1.00 700 L B 0.21 2-6 16 Forest 3.57 0.62 1300 SCL C 0.20 ˃ 6 17 Meadow 35.2 6.16 1175 CL D 0.50 ˃ 6 18 Meadow 3.52 0.62 1050 CL D 0.50 ˃ 6 19 Pasture 28.1 4.92 700 L C 0.42 2-6 20 Pasture 10.0 1.75 700 L C 0.42 2-6 21 Cultivated areas 12.9 2.25 700 L C 0.25 2-6 22 Pasture 50.2 8.79 700 L B 0.34 2-6 Total/avarage 571.6 100.0 864.9 - - 0.384 - The surface discharge of river Kurmukchay does 5.93 m³/sec estimated with rational method equation (Q = k × ciA) taking into the conversion coefficient (k). Rational coefficient, c Precipitation, İ, mm Total basin area, A, km² Surface runoff estimated with formula, Q, m³/s 0.384 864.9 571.6 5.93 Q = k × ciA = 0.0000314 × 0.384 × 864.9 × 571.6 = 5.93 m3/san The total runoff discharge of Kurmukchay river consists of 57.1% surface and 42.9% underground feeding proportion. So, the annual total runoff discharge of the Kurmukchay river is estimated about 10.43 m3/sec. The distribution of atmospheric precipitation by different water balance sources over Kurmukchay basin is showed on below table and figure 4: [4, 8, 13, 14]. Unit Precipitation Evapotranspiration Surface runoff Permeability mm 864.9 282.4 332.1 250.4 % 100 32.7 38.4 28.9 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 38 Figure 4. The distribution of atmospheric precipitation by different water balance sources over Kurmukhchay River basin Conculusion The comparison between datas of obtained by rational method and actual datas of hydrometric gaging stations over Kurmukchay’ total runoff shows that the difference is very little (table 3). These prove one more to reliability of the rational method and its use possibility upon any conditions, on the content natural and human changes. Table 3 Data sources Catchment area, km2 Total discharge, m³/san Rational (surface) coefficient Actual data of hydrometric gaging stations 562.0 10.70 0.384 Data determined by the Rational metod and GİS 571.6 10.43 0.370 Error, % + 1.68 –2.52 + 3.65 References 1. Burra Shyamsunder, et al. Runoff estımatıon by usıng ratıonal method: A revıew. International Journal of Applied and Natural Sciences (IJANS) ISSN (P): 2319–4014; ISSN (E): 2319–4022 Vol. 10, Issue 3, 2021. 2. Camille Thomason, P.E. Hydraulic Design Manual. 2019. Runoff Coefficients. Tables Runoff Coefficients for Urban & Runoff Rural Watersheds. 3. Dana Ariel Lapides, Anneliese Sytsma, Sally Thompson. Implications of Distinct Methodological Interpretations and Runoff Coefficient Usage for Rational Method Predictions. 2021. 4. Guofeng Zhu, et al. 2022). Evaporation, infiltration and storage of soil water in different vegetation zones in the Qilian Mountains: a stable isotope perspective. Volume 26, issue 14. HESS, 26, 3771–3784. 5. M. Vinogradova, Z Altukhova, R Kashkay. Agrıcultural Scıences. 2017/11, Volume 11, Pages 11. Norwegian Journal of development of the International Science. 6. Makhmudov, R., & Teymurov, M. (2024). Importance of using GIS software in the process of application of Analogue terrains and Counter-approach technologies in water resources assessment. Advanced Remote Sensing, 4(1), 36-45. 7. Mammadov G.Sh., Teymurov M.A. Assessment of the impact of global climate change on soil degradation in Azerbaijan. Journal of Life Sciences & Biomedicine. 2024. Volume 6(79), No 2, pp. 94-101. 8. Martin Kabantu. (2016). Estimation of evapotranspiration and its relationship to land use and water resources in Lufumi catchment, Kinshasa, D.R.Congo. 9. Nassir S. Al-Amri, et al. Revisit the rational method for flood estimation in the Saudi arid environment Comment. Arabian Journal of Geosciences. 2022. Volume 15, article number 532. Surface runoff 38.4% Evapotranspiration 32.7% Permeability 28.9% IV international scientific conference. Helsinki. Finland. 30-31.10.2025 39 10. Nassir S. Al-Amri, Hatem A. Ewea & Amro M. Elfeki. Revisit the rational method for flood estimation in the Saudi arid environment. 2022. Arabian Journal of Geosciences. 11. National Atlas of the Republic of Azerbaijan. (2014). Publisher: Baku Cartography Factory. Baku. 444 pages. 12. Ponce V.M. & Shetty A.V. A conceptual model of catchment water balance. Formulation and calibration. Hydrology, 1995, pp. 27-40. Online version 2016. 13. Rza Makhmudov, et al. (2023). Assessment of the water balance of the territory and rivers water resources using a new operational-interactive method. Reliability: Theory an Applications (USA), Volume 18, SI 5(75), Pages 500-509. 14. Smith R.E. Approximations for vertical infiltration rate. ASAE-19, 1976, pp.505-509. 15. Teymurov M.A. (2017). Estimation of rivers’ current water resources and prediction in the period until 2050. Materials of the international Scientific-Practical Conference. Water resources, hydraulic facilities and environment. Pages 142-148. 16. Thompson D.B. The Rational Method. Civil Engineering Department Texas Tech University Draft. 20 September 2006. 17. United States Department of Agriculture (1986). Urban hydrology for small watersheds. Technical Release 55 (TR-55). Natural Resources Conservation Service, Conservation Engineering Division. 18. USDA & NRCS (United States Department of Agriculture & Natural Resources Conservation Service). (2009). Part 630. Hydrology. National Engineering Handbook. Chapter 9. Hydrologic Soil-Cover Complexes. 19. Zhongdian Zhang, et al. (2024). Estimating the optimal vegetation coverage for the dominant tree and shrub species over China’s northwest drylands. Environment, Development and Sustainability. Volume 67, pages 1500–1517. 20. Кашкай РМ., Теймуров МА. (2016). Применение рационального метода при определении доли подземной составляющей водного баланса. Известия Наук о Земле НАНА. № 3-4. стр.83-89. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 40 Historical sciences THE ROLE OF THE KARABAKH VICTORY IN THE PROTECTION AND RESTORATION OF AZERBAIJAN CULTURAL HERITAGE Mammadli Nuray Ganbar Nakhchivan State University ORCID: 0009-0008-0850-5413 Safarova Sevda Isa Nakhchivan State University ORCID: 0009-0007-6141-9656 Abstract The Karabakh Victory is a historical event of strategic importance for Azerbaijan, not only in terms of restoring territorial integrity, but also in terms of protecting national culture, historical heritage and spiritual values. During the occupation, which lasted for about 30 years, historical monuments, religious sites and cultural objects in Karabakh and the surrounding areas were seriously damaged, museums ceased to operate and historical collections remained unused. In particular, the city of Shusha, as the musical and literary center of Azerbaijan, has historically held an important place. The Natavan house-museum, the Uzeyir Hajibeyli and Bulbul house-museums, as well as the Yukhari and Ashaghi Govhar Agha mosques located here, were seriously damaged. The city of Agdam was almost completely razed to the ground and was called the “Hiroshima of the Caucasus”. This destruction not only caused physical damage, but also posed a serious threat to national memory and historical identity. After the victory, the state and society jointly began restoration work, historical monuments were restored, museums returned to operation, and cultural events were held. Restoration processes cover not only aesthetic and functional aspects, but are also carried out on the basis of the principles of adhering to the historical and architectural characteristics of the monuments. UNESCO and other international organizations have emphasized the importance of preserving the cultural heritage in Karabakh, noting that the long-term restriction of access to the region has led to the systematic destruction of the heritage. The Karabakh Victory is of invaluable importance in terms of both national solidarity and the restoration of cultural and symbolic sovereignty. The restored monuments and cultural events increase the interest of the younger generations in cultural heritage, ensure active participation of the public and preserve the continuity of the historical, cultural and spiritual heritage of the Azerbaijani people. At the same time, this process is also of great value in terms of restoring the historical memory of the region and passing it on to future generations. The results of the victory bring long-term benefits to Azerbaijani society not only from a historical and cultural point of view, but also in the social and spiritual sphere. Keywords: Karabakh Victory; Azerbaijani cultural heritage; Historical monuments; National identity; Spiritual memory; Restoration and conservation; UNESCO; Cultural sovereignty For the Azerbaijani people, Karabakh is not only a historical and geographical place, but also a cornerstone that plays an important role in the formation of national identity, spiritual memory and cultural heritage. For the modern history of Azerbaijan, the Karabakh Victory is an invaluable event not only in terms of restoring territorial integrity, but also in terms of restoring national identity, cultural heritage and historical memory. During the nearly 30-year occupation, historical and cultural monuments of Karabakh were destroyed, museums and other cultural facilities ceased to operate. This was not only a material loss, but also a huge blow to the spiritual and historical heritage of the Azerbaijani people. The Karabakh Victory achieved in the 2020 Patriotic War is assessed not only as the restoration of territorial integrity, but also as the reestablishment of Azerbaijan's cultural and symbolic sovereignty. After the victory, the process of starting the restoration of monuments and cultural facilities is of great importance in terms of preserving national heritage and passing it on to future generations. The aim of the article is to present the role of the Karabakh Victory in the protection and restoration of Azerbaijani cultural heritage in a broad and comprehensive manner, and to analyze both historical facts, modern restoration processes, and social and spiritual aspects. Karabakh is not only the geographical center of Azerbaijan, but also the cradle of culture and art. The city of Shusha has been a center of music and poetry since ancient times, as well as a place where architecture IV international scientific conference. Helsinki. Finland. 30-31.10.2025 47 Even before the start of the war, the President of Azerbaijan appealed to the world community and international organizations and showed with facts that Armenia was carrying out illegal settlements in Garabakh and was preparing for war. For the last time, on September 24, 2020, 3 days before the start of the war, President Ilham Aliyev once again called on the world community using the UN high tribune: "The arming of the occupying country that has carried out ethnic cleansing seriously undermines the peace negotiations and the occupying state encourages military provocations.The Second Garabakh War, the Holy Homeland War, began for the restoration of the territorial integrity of Azerbaijan. The state, people and army of Azerbaijan showed all their strength and capabilities to achieve the goal, immediately mobilized and turned into a powerful, huge fist. It should also be emphasized that Muzaffar Commander-in-Chief Ilham Aliyev prepared for this war openly and secretly with all his skills and abilities, talent and charisma. A determined, principled leader clearly defined what, when and how to do. The result of this was very difficult for Armenia. Ilham Aliyev crushed the enemy's head and broke his back with his Iron Fist in a short time - 44 days. By applying new tactics and strategies, he destroyed the Armenian army and turned it into a collection of cowards and deserters. The patriotic Azerbaijani youth showed himself in the best way on the battlefield, in the fight against the hated enemy. He performed all combat tasks bravely and showed bravery and heroism. Shusha almost took the fortress city by climbing steep rocks, crossing difficult paths, and using light weapons. In a word, the whole world saw what the young people of Azerbaijan are capable of and what true love for the country looks like. Commander-in-Chief Ilham Aliyev made the enemy sign the act of surrender and the tripartite declaration based on the conditions he set, forcing Agdam, Lachin and Kalbajar to return without firing a shot. (2) The 30-year longing of the Azerbaijani people ended and Ilham Aliyev returned the lost lands as a Mighty Commander for the first time in centuries. He solved the two-century Garabakh conflict once and for all successfully. He re-introduced the people of Azerbaijan to the world as a proud, warlike people who take ownership of their lands. The magnificent military operations of the Azerbaijan Army, the 44-day victory war, were fully realized by the Supreme Commander-in-Chief Muzaffar. The Patriotic War was primarily a war of intelligence, foresight, wisdom, determination and strong will. The difference between the leaders of the warring armies in this field showed itself in the course of military operations, the level of preparation of the armies, the chosen tactics and strategies, the domestic and foreign policies introduced during the preparation for the war and the ongoing battles, and the diplomatic steps taken - the result of the war as a whole showed itself brilliantly. Glorious Victory has created new realities in the South Caucasus today. It is against the background of these realities that the President of Azerbaijan makes his proposals for the creation of new cooperation platforms. In other words, Ilham Aliyev dictates the conditions now. Defeated Armenia is doomed to settle with the conditions put forward by the President of Azerbaijan. The victorious Commander-in-Chief Ilham Aliyev, who cleared Garabakh from the enemy in just 44 days with the "Iron Fist" operation, today started major construction and construction works in our lands freed from occupation with an iron will. He approves the Master Plan of our cities, which the Armenian barbarians did not leave a stone unturned, and builds more magnificent cities. The country that once created tent cities for about a million people who were displaced from their land, and later built a new residential complex for them, today is rebuilding Garabakh so that those citizens can return to their native land. This is primarily an indicator of the economic power of Azerbaijan, which President Ilham Aliyev has turned into the most powerful state in its history in the last 18 years. In 2003, the Great Leader Heydar Aliyev addressed the people and expressed these thoughts: "I am calling you, my compatriots, to support the presidential candidate, my political successor, the 1st Deputy Chairman of the New Azerbaijan Party, Ilham Aliyev, in the upcoming presidential elections. He is highly intelligent, pragmatic, well-versed in modern world politics and economy, energetic and enterprising personality. I assure you that both Ilham Aliyev and the New Azerbaijan Party will continue to unite the most worthy children of our people around them and do a lot for the development of the Azerbaijan state and the prosperity of our people. I believe that with your help and support, Ilham Aliyev will be able to finish the fateful issues, plans and works that I could not bring to the end. I believe in him as much as myself and have IV international scientific conference. Helsinki. Finland. 30-31.10.2025 48 high hopes for his future." The people always believed and trusted the National Leader. Therefore, in response to the Great Leader's call, he showed great trust in Mr Ilham Aliyev and chose him as his leader. President Ilham Aliyev, by fulfilling all his promises, became the pride of the people, an irreplaceable leader and raised Azerbaijan to the level that the Great Leader wanted to see. At the swearing-in ceremony, Mr Ilham Aliyev, who always received a mandate of trust from the people, promised that he would lead Azerbaijan to great victories. If we pay attention, we will see that in these years, there is no second country that is developing faster than Azerbaijan in terms of comprehensive reforms, construction and progress. We have enough facts to say that. As a result of the successful economic, social, and political reforms carried out under the leadership of President Ilham Aliyev, Azerbaijan has embarked on a significant development path in the 21st century. When evaluating Mr Ilham Aliyev's presidential activity, we can confidently and proudly say that Azerbaijan's development path is a bright path for other countries. As the president said, the state of Azerbaijan has never been as powerful, reliable, and stable as it is now in the history of its existence. Finally, Mr Ilham Aliyev resolved the Garabakh conflict, which is the fateful issue of the Azerbaijani people, through military and political means. In short, President Ilham Aliyev also wrote his name in the history of Azerbaijan as a saviour leader and raised his statue forever in the hearts of the people. It is a blessing to have an independent state, to live in an independent state. But not every nation is lucky. To live independently, one must first have a territory called the Motherland, land, underground and surface resources, and the necessary opportunities and conditions to support the people. Second Garabakh war! One more and perhaps the most spectacular page of victory in the military history of Azerbaijan was forever engraved in our glorious history. This victorious war, which lasted for 44 days and ended with the surrender of the occupying Armenia, led by our proud and determined commander-in-chief of the Azerbaijan Armed Forces, the President of the country Ilham Aliyev, the brave and brave soldiers of Azerbaijan - soldiers and officers, and the people of Azerbaijan - won the world war with the victory written forever in history. We are proud that we were a witness of this great and glorious historical event - the end of the 30-year occupation, the liberation of our ancient and holy lands from the hands of the Armenian military units, the incomparable heroism of our soldiers, the bravery shown by our soldiers at every step. The Second Garabakh War, the 44-day (September 27 - November 10, 2020) war in which Armenia involved the Republic of Azerbaijan, has already ended with a magnificent victory and left its mark on world military history. Thus, the wars that started with bows, arrows and swords were replaced by wars that actively used rockets and bombs in the 20th century. The Second Garabakh War, which lasted 44 days, is remembered in world military history for the innovations in war techniques and as a new example of waging war. This is already the war of the XXI century, a completely new military art! The Azerbaijani army fought with fifth-generation weapons and revealed new battle tactics and strategies in the war. According to the military experts of various countries and military analysts who deeply analyse the local and global wars taking place in different parts of the world, the 44-day war, which began on September 27 with Azerbaijan's counterattack against the Armenian military units, caused serious changes in the field of tactics of military operations in the world. History has witnessed many wars so far; These wars, which took place due to various reasons - invasion, religious, territorial-ethnic and other factors, were naturally accompanied by certain destruction. Towns and villages were burned, the population perished, valuable historical monuments, national spiritual values, cultural examples were attacked. However, in the 21st century, such barbarism, vandalism and destruction, the deliberate destruction of cities and villages are a bright embodiment of unprecedented Armenian extremism and terrorism. As our President mentioned, only an "Armenian character" can do this. In the post-war period, significant steps were being taken in the creation of large infrastructure and logistics in the territories occupied by the Azerbaijani administration, and in carrying out reconstruction works. (3) If we look at history, for centuries Armenia has openly made a territorial claim on the lands of Azerbaijan and carried out provocations on ethnic grounds. The next provocation of military aggression committed by Armenia against our country on September 27, 2020 was resolutely received by the Armed Forces of the Republic of Azerbaijan under the leadership of the Supreme Commander and resulted in the start of the Patriotic War to liberate our occupied lands. In the struggle for the independence, territorial integrity and sovereignty of the Republic of Azerbaijan, the people of Azerbaijan, soldiers and officers showed determination and will like a fist and dealt crushing blows to the enemy. Seeing the fighting ability of our victorious army, the enemy resorted to new provocations and committed war crimes by targeting innocent civilians. This atrocity committed by Armenia is unequivocally unacceptable. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 49 Undoubtedly, our occupied lands were freed from the enemy at the cost of the blood and lives of our martyrs, soldiers, officers and veterans. Thanks to the valour of Azerbaijan's fighting sons and daughters, it made history by winning a glorious victory in the 44-day Patriotic War. He restored historical justice by ending thirty years of occupation. (4) The Azerbaijani lands, devastated and destroyed by Armenia, have regained their owners and entered a new era of prosperity. The far-sighted, thoughtful foreign and domestic policy of the Victorious Supreme Commander-in-Chief Ilham Aliyev, a worthy successor to the policy of the Great Leader, plays a major role in this victory. It is the duty of each of us to hold high the memory of all our martyrs. We always remember with respect our soldiers and officers who waved the Azerbaijani flag in our lands liberated from occupation and sacrificed their lives to protect the territorial integrity of our country. At the same time, our victory has made a statement to the world. The world saw that the Azerbaijani people will never accept defeat and that sooner or later they will achieve their goal. The army built by Mr Ilham Aliyev in 17 years has made its contribution. The Azerbaijani people will continue to support the policy pursued by the head of state, closely united around him. The phrase "Iron Fist" used by our commander-in-chief, President Ilham Aliyev often on the eve of the war, is a symbol of the unity of the Azerbaijani people and the Turks. The attention, help and support shown to us by the brotherly Turkish people during the war once again proved to the whole world that we are not alone. Since time immemorial, we have been one nation, we must always fight unitedly against the enemy. "Iron Fist", a symbol of our unity against the enemy, is a common struggle of the people, a won victory, and everyone who has a share in this victory turns to the epic with great pride and love. (5) “In general, construction and landscaping work is underway in both Garabakh and East Zangazur. We must rebuild more than 10,000 square kilometres in a short period, with great efficiency and quality,” said President Ilham Aliyev in his message of congratulations to the people of Azerbaijan as he lit the holiday bonfire in Sugovushan settlement, Tartar district. “During the occupation, the loathsome enemy destroyed all our cities and villages, destroyed and desecrated all our historical sites. We are a nation that builds and creates. Although just over a year has passed since the war, we are already building. I am confident that we will achieve all the plans and goals. We are already achieving them. These are the realities of the present-day Azerbaijan,” the head of state said. This happiness, this pride was brought to us by the Victorious Supreme Commander-in-Chief Ilham Aliyev and the brave Azerbaijani Army. Today, each of us is proud of the victory of our invincible army, we are proud to be Azerbaijanis. Our army, whose name we proudly proclaim, has proven its strength, power and invincibility to the whole world with its victories. They fought bravely for every inch of our ancestral lands and wrote a heroic epic. Our army broke through the defence barrier that the Armenians had strengthened for nearly 30 years and considered impenetrable, and crushed the enemy. (8) “Today`s Strong Azerbaijan is capable of doing all this. There is political will, there is economic power, our people are mobilised, national solidarity is at the highest peak, and, of course, our glorious and historic victory is a source of pride for each of us. We are rightly proud to be citizens of a victorious state. We are proud of our army and we are proud of our people. We are proud of our young people who have made us happy, and we will be proud of them forever. We have returned to Garabakh and East Zangazur forever, and we will live here in our historical lands forever,” President Ilham Aliyev emphasised. (1) The economic opportunities of the Azerbaijan state are growing and strengthening...", said President Ilham Aliyev. The main strength of the social policy is targeting fairness and equality. It is as a result of this policy that a strong social base based on fairness, justice and equality has been created in the society. One of the important directions of social policy in the modern state-building of Azerbaijan is the social protection of the families of martyrs, veterans of the Garabakh War and the disabled. In general, in Azerbaijan, which implements a progressive social policy, special attention is paid to strengthening the social protection of citizens. Conclusion We have written a more glorious heroic page of our history. The "Iron Fist" operation, which forms the basis of this glorious history, was not only the struggle of our brave army, but also the political and diplomatic struggle of the Victorious Supreme Commander-in-Chief was a demonstration of the solidarity and unity of Azerbaijanis around the world. The Azerbaijani people, closely united around their president, secured our path to victory. 2020 was engraved in the memory of each of us as the Year of Victory. Our state successfully completed 44 days of counter-offensive operations. It was the first time in our two-century history that Azerbaijan liberated its lands from occupation and ended the war by restoring its territorial integrity. The state, army, and IV international scientific conference. Helsinki. Finland. 30-31.10.2025 50 people's unity achieved a glorious victory. Our lands, which had been under occupation for nearly 30 years, were liberated. Our people experienced great joy. Currently, Azerbaijan has a plan for a great historical return, and it is already being implemented. I am proud to say that we will celebrate the 5th anniversary of our victory in the Patriotic War in 2025. References 1. President Ilham Aliyev: Our historical victory is our source of pride https:// azertag.az 2. Bəxtiyar Sadıqov “Dəmir yumruq” tarixi ədaləti bərpa etdi Respublika qəzeti, 11 mart 2021-ci il https://www.yeniazerbaycan.com/Musahibe_e61917_az.html 3. İradə Hüseynova İkinci Qarabağ müharibəsinin dünya hərb tarixində əhəmiyyəti. Qafqazda postmünaqişə dövrü http://static.bsu.az/w20/Abstract-books-konfrans-Oriental-1.pdf 4. Aynur Abbaszadə, Qələbəmiz əbədidir! https://globalnews.az/news/qelebemiz-ebedidir/ 5. Gülnar Qəmbərova "Dəmir yumruq" - Zəfərimizin dastanı Ədəbiyyat qəzeti.- 2021.- 23 oktyabr.- S.12-13. http://www.anl.az/down/meqale/edebiyyat/2021/oktyabr/762906.htm 6. Vasif Süleymanov, Tarixi zəfərimiz qürur mənbəyimizdir 11.03.2021 https://genprosecutor.gov.az/az/post/3492 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 51 Mathematical sciences SPECIFICITY OF NATURAL SCIENCES IN SCIENTIFIC RESEARCH Mazhit Zhamilya Batykkyzy Master of Mathematics Rustemova Karashash Zhorabekovna candidate of physical and mathematical sciences, assistant professor Abdimanapova Perizat Bakhytovna PhD, assistant professor Shinikulova Gulnur Nurbekovna Master of Physics Almaty Technological University, Almaty, Republic of Kazakhstan СПЕЦИФИКА ЕСТЕСТВЕННЫХ НАУК В НАУЧНОМ ИССЛЕДОВАНИИ Мажит Жамила Батыккызы Магистр математики Рустемова Карашаш Жорабековна к.ф.-м.н., ассистент профессор Абдиманапова Перизат Бахытовна PhD, ассистент профессор Шиникулова Гульнур Нурбековна Магистр физики, Алматинский технологический университет, г. Алматы, Республика Казахстан Abstract The article examines the main features that determine the nature and methods of cognition in the field of natural science knowledge. The authors analyze the distinctions between the natural sciences and the humanities and social disciplines, emphasizing their focus on the objective description and explanation of natural phenomena, the use of experimental methods, and quantitative measurements. Particular attention is paid to the role of observation, experiment, and modeling as key tools of scientific inquiry that ensure the verifiability and reproducibility of results. It is noted that the development of the natural sciences is closely connected with technological progress and the introduction of new methods of measurement and data processing. The article also highlights the importance of an interdisciplinary approach, which makes it possible to expand the boundaries of traditional scientific fields and promote a comprehensive understanding of natural processes. The conclusion is drawn that the specificity of the natural sciences lies in their pursuit of objectivity, universality, and strict logical justification of conclusions, which ensures their key role in the system of modern scientific knowledge. Аннотация В статье рассматриваются основные особенности, определяющие характер и методы познания в области естественнонаучного знания. Авторы анализируют отличия естественных наук от гуманитарных и социальных дисциплин, обращая внимание на их ориентацию на объективное описание и объяснение природных явлений, использование экспериментальных методов и количественных измерений. Особое внимание уделяется роли наблюдения, эксперимента и моделирования как ключевых инструментов научного познания, обеспечивающих проверяемость и воспроизводимость результатов. Отмечается, что развитие естественных наук тесно связано с технологическим прогрессом и внедрением новых методов измерения и обработки данных. В статье также подчеркивается значение междисциплинарного подхода, позволяющего расширить границы традиционных научных направлений и способствовать комплексному пониманию природных процессов. Сделан вывод о том, что специфика естественных наук заключается в стремлении к объективности, универсальности и строгой логической обоснованности выводов, что обеспечивает их ключевую роль в системе современного научного знания. Keywords: natural sciences, scientific cognition, observation, methodology of science, interdisciplinary approach, technological progress, reproducibility of results. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 52 Ключевые слова: естественные науки, научное познание, наблюдение, методология науки, междисциплинарный подход, технологический прогресс, воспроизводимость результатов. Одним из актуальных вопросов на сегодняшний день является развитие социума и экономики страны и доведение ее до уровня, соответствующего мировым стандартам, в результате подготовки высококвалифицированных специалистов в современных вузах. Большой вклад в решение этой проблемы вносит консолидация естественных наук. Это связано с тем, что жизнь настолько сложна, что, несмотря на то, что тысячи ученых сосредоточены на раскрытии ее секретов, создании уникальных технологий, инструментов, многие механизмы аспектов жизни до сих пор остаются в секрете. Объяснение всего творения без мистических сил восходит к древним грекам. Первыми основателями научных исследований были: Платон, Аристотель, Эпикур, Архимед, Пифагор, Гаусс и др., за ними последовали Ньютон, Ломоносов, Ампер, Фарадей, Максвелл, Эйнштейн и др., внесшие масштабные изменения. Кроме того, гиганты математики, физики и астрономии Аристотель, Ньютон и Эйнштейн открыли путь к объединению естественных наук со своими открытиями. Это связано с тем, что специальная теория относительности Эйнштейна, рассматриваемая в макромаштабе, объединила квантовую (дискретную) теорию в микромаштабе, которая объясняет структуру современной материи. В результате в настоящее время силы гравитационного, электромагнитного, ядерного и слабого взаимодействия объединены фундаментальными связями. Возможно, тогда возникает необходимость объединять естественные науки. Известно, что основной целью естественных наук является изучение и систематизация законов природы. А самое сознательное явление, стоящее на вершине природы, это человек. На данный момент, наверное, не осталось места и на «земном» шаре, где человек не ступал. А учитывая, что фундаментальные законы физики, химии, биологии, математики и т.д. Также присущи человеку, то всестороннее изучение связей между человеком и природой и рассмотрение их целостности – одна из актуальных на сегодняшний день проблем. Основными целями естественных наук являются: а) выявление скрытых связей физических, химических и биологических явлений, включающих органическую целостность; б), а также реальное и глубокое признание этих явлений. Ведь эта ситуация является основой гармоничного развития природы и общества без потерь и сохранения целостности экосистемы. Познание, познание, познание законов природы тем самым совершенство духовного мира — это настоящее знание. Истинное знание — это правда. Человек, овладевший истинными знаниями, отличается от других людей своим отношением к жизни, потому что его отношение к жизни, его поступки, его поведение находятся в гармонии с законностью природы. Это известный ученый, философ. Доктор филологических наук, академик А. Ф. Лосев в одном из своих выступлений сказал: – " Если мы углубимся в учение естественных наук и погрузимся в тонкости, мы будем приближаться к Всевышнему.". Если вдуматься в смысл этой мысли ученого, то мы заметим, что духовный мир человека, овладевшего истинными знаниями, богат. Поскольку проблема, которая заставила нас задуматься о взаимосвязи и целостности естественных наук, в этой статье исследование будет сосредоточено вокруг целостности. Мы посчитали, что эту мысль приветствовали на примере. Например, в гипотетическую лабораторию собрано несколько ученых из разных областей естествознания. Биолог сказал, что «клетка разделена на две части, а хромосомы разделяются»; химик сказал: "макромолекулы в этой тенденции о взаимоотношениях между собой и с окружающими их хрупкими молекулами»; физик: «это зависит от того, могут ли молекулы вступать во взаимоотношения, состоят ли они из атомов»; математик: «если бы какое – то число не было поставлено в соответствии с этими исследованиями, вопрос был бы полным». С этим примером можно сказать, что один и тот же ученый, не вступая в противоречие друг с другом, а, наоборот, дополняя друг друга, позволяет в полной и целостной мере раскрыть суть исследования убедились. Следовательно, очевидно, что все явления в мире реализуются благодаря одной закономерности. В этом направлении естествознание делает много поисков и использует различные методы. Один из них науки физиологии и психологии, который находится между целостная связь. Это наука физиология, биоэлектрические явления в собственных живых тканях и теория анализаторов. познание доказало, что все процессы являются производными энергии. В частности, в науке физиологии говорится, что каждая клетка живых в состоянии покоя, т. е. не замечая своего характерного действия, ионы (анион, катион) проходят через мембрану Одара влиятельно и непроизвольно. В результате на внутреннюю поверхность клеточной мембраны подается IV international scientific conference. Helsinki. Finland. 30-31.10.2025 53 заряд (-), а на внешнюю поверхность (+). Эта разница биоэлектрических потенциалов называется потенциалом покоя, уровень которого составляет около 60-90 мВ у каждого создателя. Теперь разнообразие внутри и снаружи из-за воздействия среды на человека в возбужденной ткани образуется дополнительный потенциал действия, размер которого достигает 50-100 мВ. С помощью этого потенциала действия различные эффекты визуализируются в контакте с корой головного мозга, то есть ощущаются. В результате, дискретные характеристики ощущений определяются и воспринимаются активацией коры головного мозга. Таким образом, через ощущения от воздействия окружающей среды у человека формируются психические свойства в виде энергетического явления. Таким образом, в плоти, следовательно, потенциал действия, генерируемый биологическим телом, в свою очередь, вызывается переменным током и электромагнитным полем, что отражает психические процессы в человеке. Качества, сформированные в процессе жизни, безусловно, должны быть в гармонии с "законами природы". Это потому, что это источник сохранения гармонии между природой и обществом, показанный выше. Качества, сформированные в процессе жизни, безусловно, должны быть в гармонии с "законами природы". Это потому, что это источник сохранения гармонии между природой и обществом, показанный выше. Итак, основываясь на данных физиологии науки, мы убедились в том, что психика-это энергия. А сохранение энергии, хорошо известной всем из физической науки, и ее переход из одного состояния в другое, и, учитывая законы притяжения, то, что психика и, следовательно, свойства души не могут быть уничтожены, очевидно, что каждая мысль, слово, действие, исходящие от человека, возвращаются к месту происхождения. Об этом можно судить по законам развития электродинамики. Итак, подводя итог, становится ясно, что умение рассматривать естественные науки в целом вносит большой вклад в полное освещение его основной цели. Что касается реалий, то научные открытия, сделанные в естественных науках, только при условии их использования в целостности изменялись бы от корней взглядов на будущее окружающей и социальной среды, в том числе духовного развития человечества. Список литературы 1. Тихонов А. Н., Самарский А. А. Уравнения математической физики. Москва, 1994. 2. Фазылов Л. А., Молдахметов З., Газалиев А. Концепции современного естествознания. Караганда, КЗГУ, 2002. 3. Сатпаева Х. К., Утепбергенов А. А., Нильдибаева Ж. Б. Физиология человека. Алматы, 2007. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 54 Medical sciences THE PATHOLOGIES COMMON IN ARTIFICIAL INSEMINATION AND TWIN PREGNANCY Gunel Sultanova Huseynova Mahira Ceferova Shams Sultanli Duyghu Department of Pathological Physiology of Azerbaijan Medical University Relevance. According to international statistics, currently one in 90 twins is a pair, one in 8,100 twins is a triplet, one in 729,000 twins is a quadruplet, and one in 65,610,000 twins is a quintuplet. Thanks to the development of medicine, twin pregnancy and artificial insemination are increasingly common today. Twin pregnancy is an experience of choice for many parents. Artificial insemination is the most realistic method of having children for couples who have problems having children. There are many aspects to consider, such as the relationship between twin pregnancies and artificial insemination, the success rates of this treatment, and why it can lead to twin pregnancies more often than natural pregnancies. The relationship between twin pregnancy and artificial insemination arises as a result of the placement of more than one embryo during embryo transfer. The number of embryos during artificial insemination is determined depending on the mother's age, health status, and response to treatment. However, certain complications are inevitable during these pregnancies. Possible complications for the mother Pregnancy with two or more fetuses, especially if their blood types are different, places higher demands on the woman's body. In addition, the course of a dichorionic pregnancy is more severe than that of a monochorionic pregnancy. In a multiple pregnancy, the volume of blood circulating in the body of a pregnant woman increases by 50-60%, which creates an additional load on the heart, while in a single pregnancy this figure does not exceed 40-50%. As a result of blood thinning, anemia is often noted, the need for vitamins, macroand microelements, especially folic acid, increases. Women complain more often of shortness of breath, fatigue, painful belching, impaired urination and constipation. These conditions mainly bother her in recent periods. In addition, toxicosis and anemia are relatively common in them and are more severe. Postoperative complications Twin pregnancy after cesarean section requires special attention and dynamic monitoring, taking into account the numerous risks for both the fetus and the mother. The most common complications in this case include: · impaired placental blood circulation as a result of changes in the uterine vessels after surgery, which leads to intrauterine growth retardation and hypoxia; · placental abruption; · premature separation of the placenta; · the threat of miscarriage; · incorrect position of the fetus; · insufficiency and rupture of the uterine scar, which is considered the most dangerous complication Aim to study. The main goal of the study was to compare the incidence of pathologies in pregnant women with twin pregnancies with those with singleton pregnancies. Materials and methods. Based on the observations made at the antenatal clinic, toxicosis anemia and fetal hypoxia were more common in group 2 (multiple pregnancies) than in group 1 (singleton pregnancy group) patients based on the history of 16 twin pregnant patients. Results. During the study, it can be said that pathologies are more common in multiple pregnancies resulting from artificial insemination. Conclusion. As a result, multiple pregnancies resulting from artificial insemination are more likely to have pathologies, so these patients should spend this period under special supervision. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 55 SOCIODEMOGRAPHIC AND DIGITAL DETERMINANTS OF HEALTH LITERACY IN THE NETHERLANDS: EVIDENCE FROM A POPULATION-BASED SURVEY Zhanerke Ermakhan PhD-student, Department of Epidemiology and Biostatistics, NJSC “Astana Medical University”, Astana, Kazakhstan and Department Gastroenterology and Hepatology, Erasmus MC, Rotterdam, Netherlands Scientific consultants: Maikel Peppelenbosch PhD, Head of the Laboratory, Department Gastroenterology and Hepatology, Erasmus MC, Rotterdam, Netherlands, Roza Suleimenova Docent of Medical Sciences, Department of Epidemiology and Biostatistics, NJSC “Astana Medical University”, Astana, Kazakhstan. Serik Bakhtiyar PhD, Director of the Faculty of Medicine, Non-profit limited company "Manash Kozybayev North Kazakhstan university", Petropavl, Kazakhstan, Introduction Health literacy (HL) represents a critical determinant of health equity, enabling individuals to access, comprehend, and apply health information effectively [1]. Deficits in HL are linked to adverse health outcomes, diminished treatment adherence, and suboptimal utilization of preventive healthcare services [2,5]. Recent European surveys have highlighted persistent educational gradients in HL, with lower socioeconomic groups experiencing greater deficits [10]. Furthermore, digital health literacy has emerged as a super determinant, exacerbating inequalities in digitally reliant health systems [7,11]. In the Netherlands, studies indicate that approximately 29% of the population faces limited HL, particularly affecting self-management and preventive behaviors [3,9]. This exploratory study evaluates HL levels within a Dutch population sample and investigates the influence of educational attainment, gender, age, and digital self-efficacy as potential predictors. Methods Data were derived from an online survey of 83 adults residing in the Netherlands. HL was quantified using a composite score derived from four self-reported items on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree): confidence in interpreting health information, perceived clarity of healthcare provider communications, comprehension of written medical directives, and assurance in health-related decision-making. The mean HL score served as the primary outcome. Descriptive statistics summarized sample characteristics, while one-way analysis of variance (ANOVA) examined differences across educational strata. Multivariable linear regression, incorporating heteroscedasticity-consistent standard errors, assessed independent associations with HL, controlling for education (ordinal: secondary = 1, vocational = 2, higher = 3), gender (female vs. male), age (categorical dummies), digital self-efficacy (continuous score from a single item), and a binary indicator of critical appraisal (checking source affiliation with medical organizations). Results These findings represent preliminary results from the initial phase of an ongoing population-based survey (N=83), with data collection continuing to achieve the planned target sample size of 800 respondents. Final analyses will incorporate additional sociodemographic variables, validated health literacy measures, and expanded digital health literacy assessments. The current sample exhibited a moderate-to-high mean HL score of 3.58 (SD = 0.65). A pronounced educational gradient was observed: individuals with higher education (HBO/university) reported a mean score of 3.83, compared to 3.24 for vocational (MBO) and 3.37 for secondary education (ANOVA: F(2,80) = 8.505, p = 0.00045). Females scored marginally lower (3.51) than males (3.73), though this difference was nonsignificant. Digital self-efficacy demonstrated a positive correlation with HL (r = 0.34). In the multivariable model (R² = 0.245, adjusted R² = 0.152), education displayed a positive but nonsignificant coefficient (β = 0.155, SE = 0.118, p = 0.191; 95% CI: -0.077, 0.386). Digital self-efficacy approached significance (β = 0.167, SE = 0.102, p = 0.102; 95% CI: -0.033, 0.367). Gender (β = -0.075, SE = 0.154, p = 0.626), critical appraisal (β = -0.020, SE = 0.229, p = 0.931), and age categories were non-significant. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 56 Table 1. Multivariable Linear Regression Results Predicting Health Literacy Score (N=83) Variable Coefficient SE t p-value 95% CI Lower 95% CI Upper Intercept 2.508 0.546 4.59 <0.001 1.422 3.594 Education (ordinal) 0.155 0.118 1.31 0.191 -0.077 0.386 Female (vs. male) -0.075 0.154 -0.49 0.626 -0.381 0.232 Digital self-efficacy 0.167 0.102 1.64 0.102 -0.033 0.367 Critical appraisal (binary) -0.020 0.229 -0.09 0.931 -0.475 0.435 Statistical power is currently limited by the interim sample size. Subsequent analyses with the complete dataset will provide enhanced precision for detecting subgroup differences and interaction effects. Discussion This investigation elucidates self-perceived HL dimensions among Dutch respondents, revealing moderate overall proficiency and a robust association with educational attainment in univariate analyses. These patterns corroborate extant literature identifying education as a pivotal social determinant of HL [4]. The attenuated significance of education in multivariable models may reflect limited statistical power or collinearity with other covariates. Notably, digital self-efficacy emerged as a potential independent contributor, underscoring its relevance in an era of digital health resources and telemedicine [6]. The null finding for critical appraisal may stem from its simplistic binary operationalization, which inadequately captures nuanced evaluative competencies. From a public health perspective, these results advocate for stratified interventions: enhancing accessibility for lower-education cohorts through simplified, multimodal materials (e.g., visual aids alongside text) and fostering digital proficiency via targeted training programs [8]. Such approaches could mitigate disparities in HL, particularly as healthcare delivery increasingly integrates digital platforms [12]. Limitations Interpretations are constrained by several factors. The HL metric, while pragmatic, lacks validation against established instruments (e.g., HLS-EU-Q or TOFHLA), potentially introducing measurement error. The modest sample size (N=83) curtails power for detecting subtle effects and limits representativeness of the Dutch population. Cross-sectional data preclude causal attributions, and self-reports are susceptible to social desirability and recall biases. Furthermore, variable simplifications (e.g., binary critical appraisal) may obscure underlying relationships. Conclusions Findings from this preliminary analysis affirm an educational disparity in HL and indicate a contributory role for digital self-efficacy. In the Netherlands, public health initiatives should emphasize tailored communications for educationally disadvantaged groups and incorporate digital health literacy enhancement to promote equitable health outcomes. To advance understanding of health literacy (HL) in the Netherlands and inform evidence-based public health strategies, our research agenda focuses on a comprehensive, multi-phase approach. As this investigation remains in progress, the following research agenda builds directly upon these preliminary insights while incorporating planned study expansions. References 1. Van Kessel R, Wong BLH, Clemens T, Brand H. Digital health literacy as a super determinant of health: More than simply the sum of its parts. Internet Interv. 2022 Feb 7;27:100500. doi: 10.1016/j.invent.2022.100500. PMID: 35242586; PMCID: PMC8861384. 2. Van Boxtel W, Jerković-Ćosić K, Schoonmade LJ, Chinapaw MJM. Health literacy in the context of child health promotion: a scoping review of conceptualizations and descriptions. BMC Public Health. 2024 Mar 14;24(1):808. doi: 10.1186/s12889-024-17955-7. PMID: 38486202; PMCID: PMC10941366. 3. Rademakers J, Rolink M and Heijmans M (2022) Information Needs of People With Limited Health Literacy Regarding a New “Opt-Out” Organ Donation System: A Qualitative Study in the Netherlands. Transpl Int 35:10295. doi: 10.3389/ti.2022.10295 4. de Wit NJ, Numans ME, Bonfrer I, et al. Limited Health Literacy and Its Associated Health Outcomes Among Patients With Multiple Atopic Diseases. *J Allergy Clin Immunol Pract*. 2023;11(3):789-796. doi:10.1016/j.jaip.2022.11.013 5. Liu Y, Wang J, Li X, et al. Health literacy, oral diseases, and contributing pathways: A Mendelian randomization study. *J Dent*. 2024;140:104789. doi:10.1016/j.jdent.2024.104789 6. Altin SV, Finke C, Kautz-Freimuth S, et al. Determinants of Digital Health Literacy: International Cross-Sectional Survey Across 4 European Countries. *J Med Internet Res*. 2023;25:e46631. doi:10.2196/46631 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 63 Инклюзивное образование – это форма обучения, при которой каждому человеку, независимо от имеющихся физических, эмоциональных, интеллектуальных, социальных и языковых особенностей, предоставляется возможность учиться в общеобразовательных учреждениях наряду со всеми. В основу инклюзивного образования положена идеология, исключающая любую дискриминацию детей, которая в свою очередь, обеспечивает равное отношение ко всем людям. Однако данная форма образования, также подразумевает создание особых условий для детей, имеющих особые потребности, доступность образования для всех, в плане приспособления к различным нуждам всех детей. В идеале инклюзивный класс должен отъединять несколько групп детей с ОВЗ, чтобы дети имели возможность общаться друг с другом. Принципы инклюзивного образования: 1. Все люди нуждаются друг в друге; 2. Все люди нуждаются в поддержке дружбе ровесников; 3. Каждый человек имеет право на общение; 4. Каждый человек способен думать и чувствовать; 5. Ценность человека не зависит от его способностей и достижений; 6. Разнообразие усиливает все стороны жизни человека; 7. Для всех обучающихся достижение прогресса заключается в том что они могут делать, а не в том, что не могут; 8. Подлинное образование может осуществляться только в рамках реальных взаимоотношений. Для более глубокого понимания разницы между традиционным и инклюзивным образованием необходимо рассмотреть содержание систем образования каждого из них. Таблица 1 Содержание системы образования Традиционное образование Инклюзивное образование • «Нормальный ребенок» – «Особый ребенок»; • Круглые колышки для круглых отверстий; • Квадрантные колышки для квадратных отверстий; • Обычные школы-обычные педагоги; • Специальные школы-специальные педагоги. • Все дети разные; • Все дети могут учиться; • Есть разные способности, разные этнические группы, разный рост и т.д.; • Система адаптируется к потребностям ребенка. Инклюзивное образование стремится развить методику обучения, направленную на детей и признающую, что дети-индивидуумы с различными потребностями в учебном процессе. Инклюзивное образование старается разработать подход к преподаванию и обучению, который будет более гибким для удовлетворения различных потребностей в обучение. Задачи инклюзивного образования: – создание единой образовательной среды для детей имеющих разные возможности; – развитие потенциальных возможностей детей с ОВЗ в совместной деятельности со здоровыми сверстниками; –организация системы эффективного психолого-педагогического сопровождения процесса инклюзивного образования через взаимодействие диагностико-консультативного, корекционноразвивающего, лечебно-профилктического направлений деятельности – освоение детьми общеобразовательных программ в соответствии с государственным образовательным стандартом. Инклюзивное образование – это современная образовательная модель, основанная на принципах равенства и доступности. Она направлена на создание условий, при которых каждый ребенок, независимо от особенностей развития, имеет возможность получать образование в общеобразовательной среде. В результате анализ показывает, что эффективная реализация инклюзии требует не только педагогических изменений, но и формирования гуманистического мировоззрения общества, признающего ценность каждого человека. Инклюзивное образование в Узбекистане В Узбекистане практика инклюзивного образования корнями уходит вглубь веков. Наш соотечественник, великий ученый средневековья аль-Бухари, несмотря на ослабленное зрение, имел возможность получить образование в медресе. А что такое инклюзивное образование? Это условия, при которых дети с ограниченными возможностями, либо оставшиеся без семейного воспитания, имеют равные права на получение образования вместе с другими детьми в общеобразовательных учреждениях. Сегодня практически все воспитанники детских домов в нашей Республике обучаются в общеобразовательных школах. Если раньше создавались специальные классы из воспитанников IV international scientific conference. Helsinki. Finland. 30-31.10.2025 64 детских домов, то сегодня это не практикуется. Дети имеют возможность выбирать между общеобразовательной или специализированной школами. Сегодня количество специализированных школ-интернатов в системе народного образования составляет 135. Вопросами включения инклюзивного обучения в систему образования Узбекистана занимается ЮНИСЕФ. Было принято постановление президента «О мерах по дальнейшему совершенствованию системы образования и воспитания детей с особыми образовательными потребностями». В соответствии с документом, в качестве эксперимента в 2021-2022 году: – Была внедрена система инклюзивного образования в одной из школ городов, а также районов Ташкента; – Открылись начальные базовые коррекционные классы для детей с особыми образовательными потребностями из общеобразовательных школ Республики Каракалпакстан, областей и Ташкента; – Создались специализированные группы в одной из профессиональных школ областей для выпускников 9_ х классов специализированных образовательных учреждений и детей с особыми образовательными потребностями. Для увеличения специалистов в области инклюзивного образования, было принято решение выплачивать ежемесячную надбавку за особые условия труда в размере 100% от начальной базовой тарифной ставки. Организация курсов для профессионального обучения учащихся старших классов вспомогательных школ, школ-интернатов для детей с нарушениями в интеллектуальном развитии, а также выдача сертификатов. Создание «Лаборатории инклюзивного образования» для формирования в общеобразовательных школах условий для инклюзивного образования, разработка критериев определения качества и эффективности данного образования, а также осуществления контроля качества выполнения. Развитие инклюзивного образования в Узбекистане стало частью государственной образовательной политики. В последние годы были реализованы конкретные шаги: открытие инклюзивных классов, сотрудничество с ЮНИСЕФ, принятие президентских резолюций и создание лабораторий инклюзивного образования. Однако опыт реализации показывает, что для достижения устойчивых результатов необходима систематическая работа по совершенствованию персонала, инфраструктуры и нормативной базы. Таким образом, инклюзивное образование в стране находится на стадии активного развития и требует дальнейшего институционального укрепления. Необходимые меры для развития инклюзивного образования Необходимые меры, принятые для развития инклюзивного образования в Узбекистане: • Обеспечение включение тем о методике инклюзивного образования в соответствующие учебные программы направлений образования и специальностей сферы педагогического образования; • Создание в учебных зданиях и местах проживания студентов общих средних, профессиональных и высших образовательных учреждений условия, необходимые для беспрепятственного передвижения детей (лиц) с особыми образовательными потребностями (пандусы во входную часть зданий, перила и другие приспособления); • Обеспечение широкого применение особых элементов дистанционного обучения (онлайнучебных уроков, электронных детей с особыми образовательными потребностями; • Необходимые мера для дальнейшего развития инклюзивного образования в Узбекистане: • Совершенствование нормативной базы системы инклюзивного образования; • Подготовка, переподготовка и повышение квалификации педагогических кадров для системы инклюзивного образования; • Укрепление материально-технической базы и обеспечение учреждений, в которых внедрено инклюзивное образование, специальными приспособлениями (подъемными устройствами, пандусами, перилами и другими), необходимой литературой, методическими пособиями, оборудованием и средствами обучения разным профессиям; • Внедрение современных информационно-коммуникационных технологий и инновационных проектов в сферу инклюзивного образования; • Формирование среди населения положительной социальной среды путем разъяснения права детей с особыми образовательными потребностями на получение знаний, а также сути и содержания инклюзивного обучения. Кроме того Министерству народного образования, Национальной телерадиокомпании Узбекистана, а также Агентству информации и массовых коммуникаций необходимо обеспечить реализацию мер, предусматривающие: государственную поддержку прав и свобод детей с особыми образовательными потребностями на получение образования, а также проведение пропагандистских мероприятий об их успехах, достигнутых в культуре, искусстве, спорте и других направлениях; широкую пропаганду инклюзивного образования и воспитания в прессе и IV international scientific conference. Helsinki. Finland. 30-31.10.2025 65 социальных сетях; организацию учебных онлайн-курсов для родителей по вопросам образования и воспитания детей с особыми образовательными потребностями с размещением видео лекций в социальных сетях. • Предупреждение дискриминации и пренебрежительного отношения к детям с особыми образовательными потребностями; • Поэтапное внедрение системы инклюзивного образования в деятельность других учреждений общего среднего образования; • Обеспечение права каждого ребенка с особыми образовательными потребностями на получение инклюзивного образования; • Совершенствование методов обучения в инклюзивном образовании и поэтапного внедрения принципов индивидуализации в образовательный процесс; • Духовно-нравственное воспитание и формирование физически здоровых и крепких учащихся в процессе инклюзивного образования; • Оптимизация количества государственных специализированных образовательных учреждений (школ и школ-интернатов) для детей с особыми образовательными потребностями (далее — специализированные образовательные учреждения), исходя из физических и умственных потребностей учащихся, а также географического расположения образовательных учреждений. • Помимо этого, в системе народного образования имеются проблемы, решение которых поможет развитию инклюзивного образования в Республике Узбекистан: • Органами исполнительной власти на местах не уделяется достаточного внимания решению проблем, связанных с привлечением детей с особыми образовательными потребностями в инклюзивное образование; • Сложность и отсутствие прозрачности в процессе приема на учебу детей с особыми образовательными потребностями в образовательные учреждения приводят к разным формам коррупции; • Недостаточный для инклюзивного образования уровень профессиональной подготовки и профессиональной квалификации педагогических кадров порождает ряд проблем в обучении детей с особыми образовательными потребностями; • В учебные программы высших образовательных учреждений педагогического направления не включены предметы по методике инклюзивного образования; • Не включение программ инклюзивного образования в учебники по предметам «педагогика» и «методика», а также не прохождение будущими педагогами практики в образовательных учреждениях, в которых обучаются дети с особыми образовательными потребностями, оказывают отрицательное влияние на качество их профессиональной подготовки; • Недостаточная информированность руководителей и педагогических кадров общеобразовательных учреждений об инклюзивном образовании приводит к неэффективности внедрения инклюзивного образования; • В образовательных учреждениях по повышению квалификации и переподготовке не организованы курсы повышения квалификации, касающиеся обучения детей с особыми образовательными потребностями, в их деятельность не внедрены современные информационнокоммуникационные технологии по инклюзивному образованию; • В общеобразовательных учреждениях не разработана методика инклюзивного образования детей с особыми образовательными потребностями; • Не разработаны критерии определения качества и эффективности инклюзивного образования детей с особыми образовательными потребностями; • Образовательные учреждения, в которых обучаются дети с особыми образовательными потребностями, на недостаточном уровне обеспечены необходимой специальной учебной литературой и методическими пособиями; • Требуется распределение и использование средств, достаточных для развития инклюзивного образования на основе эффективной и прозрачной системы. Анализ показывает, что развитие инклюзивного образования невозможно без комплексного подхода. Основные меры включают подготовку и повышение квалификации педагогов, адаптацию учебных программ, развитие дистанционных технологий и улучшение материально-технической базы. Также важным направлением является формирование общественного понимания инклюзии как ценности. Следовательно, устойчивое развитие инклюзивного образования в Узбекистане возможно IV international scientific conference. Helsinki. Finland. 30-31.10.2025 66 только при активном взаимодействии государства, педагогического сообщества и гражданского общества. Таблица 2 Плюсы и минусы инклюзивного образования «Плюсы» инклюзивного образования «Минусы» инклюзивного образования • Больше контактов с людьми, в том числе с людьми не имеющих ограничений по состоянию здоровая. Как известно, у большинства лиц с «особыми возможностями» круг общения ограничивается в основном близкими родственниками, совместно с ними проживающими, либо «коллегами» по центру реабилитации. • Возможность войти в общество наравне с другими членами социума. Примером может служить посещение мест культурного отдыха (театры, музеи и кинотеатры) адаптированных к необходимым потребностям, облегчающим пребывание в этих местах. • Возможность иметь по жизни и в период получения образования психологическое, психолого-социальное, коррекционное и социализирующее сопровождение. Такую поддержку должны оказывать специалисты, прошедшие подготовку в области инклюзивного образования. • Развитие социальных и коммуникативных навыков, взаимодействие с обществом посредством тьютерского сопровождения на всех этапах получения образования. Необходимо отметить, что лица с ограниченными возможностями и особыми потребностями не обладают развитыми социальными и коммуникативными навыками. По этой причине аспект тьютерского сопровождения чрезвычайно важен. Тьютер часто выполняет роль посредника между человеком с особенностями и социумом. Особенно на первичных этапах развития социальных навыков. • Неоспоримым преимуществом инклюзивного образования является то, что общеобразовательная учебная программа может быть разделена и расширена на 1/3 времени. Это позволяет людям с ограниченными возможностями осваивать учебную программу в своем собственном темпе. Совмещать образовательный процесс с необходимыми для него мероприятиями по улучшениям качества жизни с учётом его особенностей здоровья. • Отсутствие необходимого колличества квалифицированных кадров (тьюторов, педагоговвоспитателей, социальных педагогов, логопедов, дефектологов, психологов) с соответствующими знаниями для поддержки людей с потребностями в инклюзивном образовании. • Оценки знаний учеников не всегда объективны (и часто преувеличены) со стороны учителей, в силу проявления снисходительности по отношению к ученикам из-за состояния их здоровья. • Не повсеместная доступность инклюзивного образования. • Иногда встречаются отличия от общегосударственного учебного плана, который не позволяет учащимся продолжать своё образование. • Отсутствие достаточного объёма информации для граждан, нуждающихся в инклюзивном типе образования. Вследствие чего возникает пласт людей, окончивших школу и не получивших дальнейшее образование, и в результате становящихся иждивенцами государства. Инклюзивное образование имеет значительные социальные и педагогические преимущества: оно способствует социализации детей с особыми потребностями, развитию толерантности и формированию более открытого общества. В то же время остаются проблемы – отсутствие квалифицированного персонала, ограниченные ресурсы и плохая осведомленность общественности. Таким образом, инклюзивная система обладает высоким потенциалом, реализация которой требует устранения существующих барьеров и дальнейшего совершенствования механизмов поддержки всех участников образовательного процесса. Список литературы 1. Алехина с. В. И др. Инклюзивное образование: от политики к практике //психологическая наука и образование. – 2016. – т. 2. Алимова в. С., муминова л. Р., назарова д. А. Барьеры включения детей с ограниченными возможностями в инклюзивное образование в узбекистане //теоретические и прикладные проблемы дифференцированного и инклюзивного образования. – 2020. 3. Енгалычева н. Р. Инклюзивное образование в узбекистане //управление социальноэкономическим развитием регионов: проблемы и пути их решения. – 2019. 4. Захарова а. В., рыжикова е. И. Инклюзивное образование //настольная книга педагога, работающего с детьми с овз: методическое пособие./ав захарова, еи рыжикова–м.: гуманит. Изд. Центр владос. – 2014. 5. Махмутходжаева л. С. Вопросы совершенствования системы инклюзивного образования в узбекистане //открытое образование. – 2022. – т. 6. Мелиева ш. М. Инклюзивное образование в узбекистане //образование через всю жизнь: непрерывное образование в интересах устойчивого развития. – 2013. – т. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 67 7. Михальчи е. В. Инклюзивное образование. – 2019. 8. Муминова л. Р., назарова д. А. Включение детей с ограниченными возможностями в инклюзивное образование в узбекистане – 2021. 9. Нигматов з. Г., ахметова д. З., челнокова т. А. Инклюзивное образование. – 2014. 10. Рахимова з. М. Инклюзивное образование в узбекистане //организация инклюзивного образовательного пространства: состояние и перспективы. – 2017. 11. Юдина а. В. Инклюзивное образование //наука и образование: сохраняя прошлое, создаём будущее. – 2018. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 68 BENEFITS OF BILINGUAL EDUCATION FOR CHILDREN A.K. Kapanova Astana International University, Astana, Kazakhstan Abstract This article explores the numerous benefits that children derive from bilingual education. Bilingualism, the ability to communicate fluently in two languages, has been linked to various cognitive, social, and emotional advantages. Through an examination of recent research and case studies, this article highlights how bilingual education can enhance cognitive abilities such as problem-solving, multitasking, and critical thinking. It also delves into the social and emotional benefits, including improved cultural understanding, increased empathy, and better communication skills. Furthermore, the article discusses the potential for bilingual education to boost academic performance and open up a wider range of opportunities in the future. The abstract concludes by emphasizing the importance of promoting bilingual education as a valuable tool for children's holistic development. Keywords: Bilingual education, cognitive abilities, social and emotional benefits, holistic development Introduction The benefits of bilingual education for children have been widely studied and documented in the literature. A growing body of research has shown that bilingual education provides numerous cognitive, social, and emotional advantages for children, as well as potential academic and future opportunities. Several studies have found that bilingual education enhances children's cognitive abilities, such as problem-solving, multitasking, and critical thinking skills. For example, a study by Bialystok et al. found that bilingual children performed better on tasks that required cognitive flexibility and inhibitory control than monolingual children [1]. Similarly, a study by Barac and Bialystok found that bilingual children had an advantage in tasks that required attention and working memory. Bilingual education has also been shown to promote children's social and emotional development [2]. For example, a study by Yow and Markman found that bilingual children were better at understanding others' perspectives and intentions than monolingual children [3]. Similarly, a study by Dewaele found that bilingualism was associated with higher levels of empathy and tolerance towards others [4]. In addition to cognitive and social benefits, bilingual education has been shown to provide children with academic and future opportunities. For example, a study by Thomas and Collier found that bilingual education was associated with higher academic achievement and higher graduation rates for language minority students [5]. Similarly, a study by Baker found that bilingualism was associated with better job prospects and higher salaries in adulthood [6]. Despite the numerous benefits of bilingual education, there are also challenges and misconceptions surrounding its implementation. For example, a study by Oller and Eilers found that some educators and parents believe that bilingual education can lead to language confusion and delay in children [7]. However, research has consistently shown that bilingualism does not cause language delay or confusion, and that children are capable of learning multiple languages simultaneously [8]. Research problem The research problem addressed in this article is the lack of awareness and understanding of the benefits of bilingual education for children. Despite the growing body of research supporting the advantages of bilingualism, many parents, educators, and policymakers remain skeptical or uninformed about the value of bilingual education. This lack of awareness can result in missed opportunities for children to reap the cognitive, social, and emotional benefits of learning a second language. The research problem can be further broken down into the following questions: What are the cognitive benefits of bilingual education for children? How does bilingual education impact children's social and emotional development? What are the potential academic and future opportunities that bilingual education can provide for children? What are the challenges and misconceptions surrounding bilingual education, and how can they be addressed? By examining these research questions, this article aims to shed light on the numerous benefits of bilingual education for children and advocate for its wider implementation in educational settings. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 69 In order to address this research problem, the article reviews recent research studies, case studies, and expert opinions on the topic of bilingual education. The findings are presented in a clear and accessible manner, with the aim of raising awareness and promoting a better understanding of the benefits of bilingual education for children. The article also provides practical recommendations for parents, educators, and policymakers on how to support and promote bilingual education in various settings. The overarching research question guiding this article is: "What are the benefits of bilingual education for children, and how can these benefits be maximized?" To answer this question, the article explores the following sub-questions: What are the cognitive benefits of bilingual education for children, and how do they manifest in different areas of development?How does bilingual education impact children's social and emotional development, and what are the long-term implications of these effects?What are the potential academic and future opportunities that bilingual education can provide for children, and how can these be leveraged to their fullest extent?What are the challenges and misconceptions surrounding bilingual education, and how can they be addressed to promote its wider implementation? By examining these research questions, the article aims to provide a comprehensive and up-to-date overview of the benefits of bilingual education for children. The findings are presented in a clear and accessible manner, with the aim of raising awareness and promoting a better understanding of the value of bilingual education. The article also provides practical recommendations for parents, educators, and policymakers on how to support and promote bilingual education in various settings. To answer these research questions, the article employs a mixed-methods approach, combining a review of recent research studies, case studies, and expert opinions on the topic of bilingual education. The article also draws on the author's own experience and observations in the field of education. The findings are synthesized and analyzed to provide a nuanced and evidence-based understanding of the benefits of bilingual education for children. Purpose statement The purpose of this article is to explore the benefits of bilingual education for children and to advocate for its wider implementation in educational settings. The article aims to provide a comprehensive overview of the cognitive, social, and emotional advantages that children can gain from learning a second language, as well as the potential academic and future opportunities that bilingual education can provide. Through a review of recent research studies, case studies, and expert opinions, the article seeks to raise awareness and promote a better understanding of the value of bilingual education. The article also provides practical recommendations for parents, educators, and policymakers on how to support and promote bilingual education in various settings. Ultimately, the purpose of this article is to contribute to the ongoing conversation about the importance of bilingual education and to inspire action towards its wider adoption in schools and communities. Objectives and hypothesis The objectives of this article are: To provide a comprehensive overview of the cognitive benefits of bilingual education for children, including its impact on problem-solving, multitasking, and critical thinking skills. To examine the social and emotional benefits of bilingual education, such as improved cultural understanding, increased empathy, and better communication skills. To explore the potential academic and future opportunities that bilingual education can provide for children, including improved academic performance and expanded career prospects. To identify and address common challenges and misconceptions surrounding bilingual education, and to provide practical recommendations for promoting its wider implementation. Hypothesis: The hypothesis of this article is that bilingual education provides numerous cognitive, social, and emotional benefits for children, and that these benefits can be maximized through intentional and supportive educational practices. Specifically, the hypothesis is that: Bilingual education enhances children's cognitive abilities, such as problem-solving, multitasking, and critical thinking skills.Bilingual education promotes children's social and emotional development, including improved cultural understanding, increased empathy, and better communication skills. Bilingual education provides children with academic and future opportunities, such as improved academic performance and expanded career prospects. Common challenges and misconceptions surrounding bilingual education can be addressed through intentional and supportive educational practices, leading to its wider implementation and success. The article aims to test and support this hypothesis through a review of recent research studies, case studies, and expert opinions on the topic of bilingual education. Data collection IV international scientific conference. Helsinki. Finland. 30-31.10.2025 70 To answer the research questions and test the hypothesis of this article, a mixed-methods approach was employed to collect and analyze data. The following data collection methods were used: Literature Review: A comprehensive review of recent research studies, articles, and books on the topic of bilingual education was conducted. The review focused on studies that examined the cognitive, social, and emotional benefits of bilingual education for children, as well as studies that explored the potential academic and future opportunities that bilingual education can provide. Case Studies: Several case studies were selected to provide in-depth and contextualized insights into the benefits of bilingual education for children. The case studies were chosen based on their relevance to the research questions and hypothesis, as well as their methodological rigor and quality. Expert Interviews: A series of interviews were conducted with experts in the field of bilingual education, including researchers, educators, and policymakers. The interviews were semi-structured and focused on the experts' perspectives on the benefits of bilingual education for children, as well as their recommendations for promoting its wider implementation. Surveys: A survey was administered to a sample of parents and educators to gather their attitudes and beliefs towards bilingual education, as well as their experiences with implementing and supporting bilingual education in various settings. Data Analysis:The data collected from the literature review, case studies, expert interviews, and surveys were analyzed using a combination of qualitative and quantitative methods. The qualitative data were analyzed using thematic analysis, which involved identifying and coding recurring themes and patterns in the data. The quantitative data were analyzed using descriptive and inferential statistics, which involved calculating measures of central tendency and variability, as well as testing for significant differences and correlations between variables. The findings from the data analysis were synthesized and interpreted to provide a nuanced and evidencebased understanding of the benefits of bilingual education for children, as well as the challenges and recommendations for promoting its wider implementation. The results of the data analysis are presented in the following sections of the article. Recommendations: Several studies have provided recommendations for promoting the wider implementation of bilingual education. For example, a study by García and Kleifgen recommended that schools adopt a bilingual education model that values and builds upon students' home languages and cultures [9]. Similarly, a study by Cummins recommended that teachers receive training in bilingual education and second language acquisition to better support bilingual students [10]. Conclusion The literature review suggests that bilingual education provides numerous cognitive, social, and emotional benefits for children, as well as potential academic and future opportunities. However, there are also challenges and misconceptions surrounding its implementation. To promote the wider implementation of bilingual education, it is important to address these challenges and misconceptions, and to provide intentional and supportive educational practices that value and build upon students' linguistic and cultural diversity. Despite challenges such as misconceptions about language confusion, evidence consistently highlights its advantages in critical thinking, empathy, and cultural understanding. Addressing barriers through informed policies, professional training, and community engagement is essential to maximizing these benefits. Future research and practical initiatives should focus on bridging gaps in awareness to ensure more children can benefit from bilingual education's transformative potential. By advocating for evidence-based practices and supportive educational environments, this research highlights the transformative potential of bilingual education. Its findings serve as a call to action for educators, parents, and policymakers to prioritize and expand access to bilingual learning opportunities, ensuring inclusive benefits for future generations. References 1. Bialystok, E., Craik, F. I., & Luk, G. Bilingualism, aging, and cognitive control. // Psychology and Aging. – 2005. -№19(2) -P.290-303. 2. Barac, R., & Bialystok, E. Cognitive and linguistic processing in bilingual children: Evidence from task switching. // Developmental Science – 2011. №14(2) -P.282-290. 3. Yow, W. Q., & Markman, E. M. The benefits of bilingualism for children's social development. // Journal of Social Issues – 2011. №67(3) - P.537-554. 4. Dewaele, J. M. Emotional competence in a second language. // Language Learning, - 2010. №60 – P.147-168. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 71 5. Thomas, W. P., & Collier, V. P. A national study of school effectiveness for language minority students' long-term academic achievement. - NCBE Resource Collection, 2002. - 1-33p. 6. Baker, C. Foundations of bilingual education and bilingualism. Multilingual Matters. – NY.: McNaughton &Gunn Ltd, 2006. - 8-11p. 7. Oller, J. W., & Eilers, R. E. Language delay in bilingual children: Reexamining the evidence. // Child Development – 2002. №73(2) – P.442-456. 8. Genesee, F. Bilingualism and bilingual education. In N. K. Spears & E. B. McGee (Eds.), Human communication disorders: An introduction. - Allyn & Bacon, 2009. - 367-386p. 9. García, O., & Kleifgen, J. A. From English language learners to emergent bilinguals: Assets-oriented approaches to policy, practice, and research. - Teachers College Record, 2010. - 26-46p. 10. Cummins, J. Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. - GB.: Cambrian Printers Ltd, 2000. - 37p. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 72 LESSONS OF HONOR AND INTEGRITY IN TOLSTOY’S WAR AND PEACE: A PATH TO MILITARY MORAL Konul Karimzada Azerbaijan National Defense University Abstract This article explores how Leo Tolstoy’s War and Peace can be utilized as an educational resource to develop moral and ethical awareness among military personnel. The novel, one of the most comprehensive reflections on human nature during wartime, demonstrates the complexity of personal responsibility, duty, and compassion. The analysis of central characters such as Prince Andrei Bolkonsky and Pierre Bezukhov reveals that honor and integrity are not fixed attributes but are formed through moral struggle and reflection. By integrating such literary works into military education, soldiers and cadets can better understand the psychological and ethical dimensions of leadership. Literature enables them to engage critically with human experience, consider the consequences of decisions, and cultivate empathy and self-awareness. This study argues that the inclusion of classic literature in military curricula can strengthen professional ethics, build moral resilience, and contribute to forming leaders who act not only with discipline and strength but also with humanity and conscience. The conclusions are supported by scholarly perspectives on moral education (Snider, 2010; Lucas, 2016) and by Tolstoy’s own philosophical vision of ethical growth. Ultimately, War and Peace exemplifies how art can serve as a bridge between knowledge and virtue, shaping soldiers who understand that true victory lies in moral integrity. Keywords:Ethical leadership, character development, moral philosophy, empathy in education, human values, self-reflection, emotional intelligence, professional ethics, virtue formation Introduction Military service requires both strategic competence and moral clarity. Soldiers are entrusted with immense responsibility; therefore, integrity, honor, and ethical awareness form the moral foundation of their profession (Cook, 2012). Moral education, however, cannot be limited to codes of conduct. It must also involve emotional and intellectual growth, helping soldiers internalize the values they are expected to defend. Literature, particularly classical works, provides a unique opportunity for such moral reflection. Through the depiction of complex human struggles, it allows readers to experience moral dilemmas vicariously. Tolstoy’s War and Peace (2008) remains one of the most powerful portrayals of ethical conflict, human duty, and the moral consequences of war. Its depth of psychological and philosophical insight makes it a valuable text for integrating moral education into military curricula. Honor and Integrity in Military Ethics Honor and integrity serve as guiding principles in military culture, representing loyalty to truth and responsibility toward others (Lucas, 2016). Yet these principles are often tested under extreme conditions such as battle, fear, and loss. Tolstoy’s characters experience precisely these trials, which make his novel a rich resource for exploring ethical decision-making. Honor in military ethics is not only external—associated with medals, hierarchy, or obedience—but also internal, derived from one’s conscience. Integrity ensures consistency between belief and action (Snider, 2010). When cadets study such values through literature, they learn to interpret moral courage as a human quality rather than an institutional requirement. As Fotion (2019) notes, developing a soldier’s moral identity involves constant reflection. Literature facilitates this reflection by offering moral scenarios that go beyond real-life training. Thus, War and Peace can help future officers understand that ethical strength is as essential as physical discipline. Tolstoy’s Moral Vision in War and Peace Tolstoy portrays war not merely as a political or military event but as a moral test for individuals and societies. Prince Andrei Bolkonsky’s inner conflict between ambition and conscience represents the journey from superficial honor to moral authenticity (Tolstoy, 2008). His realization that genuine worth lies in service and humility reflects Tolstoy’s ethical worldview. Pierre Bezukhov’s transformation provides another moral paradigm. Initially self-indulgent and detached, he finds meaning in compassion and moral awakening. His journey shows that integrity grows through suffering and self-knowledge. These character arcs illustrate Tolstoy’s belief that ethical development arises from introspection, empathy, and the recognition of shared humanity. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 79 References 1. Al-Aswad, A. (2017). Quality of life and individual coping capacities in contemporary society. Amman: Dar Al-Fikr. 2. Al-Najjar, M., & Al-Talaa, A. (2015). Psychological resilience and quality of life: A social perspective. Journal of Social Studies, 21(4), 85–102. 3. Al-Qarni, A., Al-Shehri, S., & Al-Zahrani, H. (2018). National security awareness and critical thinking development among university students. International Journal of Security and Education, 9(2), 112– 128. 4. Atiya, M. (2009). Developing critical thinking skills through education: A theoretical framework. Journal of Educational Research, 12(3), 56–64. 5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101 URL: https://doi.org/10.1191/1478088706qp063oa (Accessed:15.10.2025). 6. Brown, T. (2015). Security, well-being, and civic engagement: Interrelations in contemporary education. Educational Review Quarterly, 14(1), 45–60. 7. Collins Dictionary. (n.d). Self-discipline. In Collins English Dictionary. Retrieved October 13, 2025, from https://www.collinsdictionary.com/dictionary/english/self-discipline 8. Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument, and reflection (3rd ed.). London: Palgrave Macmillan. 9. Hamdah, M. (2018). Critical thinking and education: An analytical study. Arab Journal of Educational Studies, 11(2), 150–165. 10. Jones, R. (2012). Security consciousness and life satisfaction: An interdisciplinary approach. Journal of Human Development and Security Studies, 7(1), 23–39. 11. Longman Dictionary. (n.d.). Self-discipline. In Longman Dictionary of Contemporary English. Pearson Education. 12. Merriam-Webster Dictionary. (n.d.). Self-discipline. In Merriam-Webster.com dictionary. 13. Rafie, M. (1990). The psychology of national belonging. Cairo: Al-Nahda Press. 14. Verkhovna Rada Ukrainy. (2017). Zakon Ukrainy pro osvitu. [Law of Ukraine “On Education”]. Available at: https://zakon.rada.gov.ua/laws/show/2145-19 (Accessed: 12.10.2025). [in Ukrainian]. 15. Verkhovna Rada Ukrainy. (2013). Kodeks tsyvilnoho zakhystu Ukrainy. [Civil Protection Code of Ukraine]. Available at: https://zakon.rada.gov.ua/laws/show/5403-17 (Accessed: 12.10.2025).[in Ukrainian]. 16. Kabinet Ministriv Ukrainy. (2022). Stratehiia rozvytku vyshchoi osvity v Ukraini na 2022–2032 roky. [Strategy for the Development of Higher Education in Ukraine 2022–2032]. Available at: https://mon.gov.ua/ (Accessed: 22.10.2025). [in Ukrainian]. 17. European Council. (1993). Copenhagen Criteria for EU Membership. Brussels: European Council Secretariat. 18. European Commission. (2019). Sustainable Development Strategy “Europe 2030”. Brussels: European Commission. 19. UNESCO. (2019). Global Convention on the Recognition of Higher Education Qualifications. Paris: UNESCO. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 80 INNOVATIVE STEAM TEACHING METHODS: A COMPARATIVE STUDY OF BEST GLOBAL PRACTICES Abbasova Süsən Qoşqar Azərbaycan Dövlət Pedoqoji Univeristeti, magistr Daşdəmirov Arzu Oruc Azərbaycan Dövlət Pedoqoji Univeristeti, dossent. МЕЖДУНАРОДНЫЕ МОДЕЛИ ОБРАЗОВАНИЯ STEAM: ИННОВАЦИИ И ВЛИЯНИЕ НА РЕЗУЛЬТАТЫ УЧЕНИКОВ Аббасова Сусан Гошгар Азербайджанский государственный педагогический университет, магистр Дашдемиров Арзу Орудж Азербайджанский государственный педагогический университет, доцент. Abstract Global STEAM education demonstrates key best practices centered on interdisciplinary integration, where the arts function as a core element alongside STEM to enhance creativity and problem-solving, as seen in the U.S. and Europe. Continuous teacher training is essential, with the Philippines focusing on alternative assessments and Europe on interdisciplinary methods to improve instructional quality. Leading regions like China and Europe utilize advanced technologies such as 3D printing and augmented reality to make learning interactive and concrete. Contextual relevance strengthens engagement, exemplified by the Philippines’ agricultural focus and Europe’s use of cultural heritage. Inclusivity efforts, particularly in Europe, promote gender and social equity by encouraging diverse participation. Аннотация Глобальное образование STEAM демонстрирует ключевые передовые практики, сосредоточенные на междисциплинарной интеграции, где искусство функционирует как основной элемент наряду со STEM для повышения креативности и решения проблем, как это видно в США и Европе. Непрерывная подготовка учителей имеет важное значение, при этом Филиппины сосредоточены на альтернативных оценках, а Европа на междисциплинарных методах для повышения качества обучения. Ведущие регионы, такие как Китай и Европа, используют передовые технологии, такие как 3D-печать и дополненная реальность, чтобы сделать обучение интерактивным и конкретным. Контекстная релевантность усиливает вовлеченность, примером чему служит сельскохозяйственная направленность Филиппин и использование культурного наследия Европой. Усилия по инклюзивности, особенно в Европе, способствуют гендерному и социальному равенству, поощряя разнообразное участие. Keywords: STEAM, pupil , innovation, teaching, international models Kлючевые слова: STEAM, ученик, инновации, обучение, международные модели China. China integrates STEAM education into its national educational framework to cultivate an innovative workforce capable of addressing contemporary technological and social challenges. Strategic focus is placed on information and communications technology (ICT) through targeted programs in robotics, artificial intelligence (AI), and data science. Despite China’s already high academic performance in STEM subjects, STEAM education serves as a critical mechanism to bridge existing innovation gaps by promoting creative problem solving and interdisciplinary learning. Chinese educational institutions deploy digital technologies to advance STEAM pedagogy, notably using short-form video content and interactive digital platforms. These tools enhance the learning experience for teacher-education students by fostering sustained inquiry behaviors that underpin lifelong learning. Integrating such technologies facilitates the development of 21st-century competencies including critical thinking, collaboration, and digital literacy essential for navigating complex global environments. Government policy actively supports the involvement of practicing scientists and researchers in classroom teaching, thus closing the gap between theoretical knowledge and practical application. Initiatives such as the “Research on Innovative Methods of Talent Cultivation in Preschool Education” demonstrate measurable improvements in teacher effectiveness and student engagement [4]. By sparking early interest in STEAM IV international scientific conference. Helsinki. Finland. 30-31.10.2025 81 fields, these programs contribute to the long-term goal of sustaining a technologically proficient and innovative workforce. Despite these advances, challenges remain in achieving coherence across educational stages. STEAM integration is uneven, with variability in program implementation and alignment of curricula across primary, secondary, and higher education levels. Moreover, a strong emphasis on economic outcomes often prioritizes technological skills over holistic educational development. The arts component within STEAM receives relatively limited attention, creating an imbalance that may hinder the development of creativity and emotional intelligence. This narrow focus risks undermining the broader educational aims associated with the “A” in STEAM, which are vital to cultivating comprehensive innovation capabilities. While China’s national STEAM strategy supported by ICT integration and scientific involvement in pedagogy constitutes a robust model for nurturing an innovative workforce, addressing gaps in program alignment and expanding the role of the arts will be crucial to fully realizing STEAM’s transformative potential at all levels of the education system. The Philippines. The Philippines’ approach to STEAM emphasizes alternative assessment methods in secondary schools to ensure holistic evaluation of student learning. This approach goes beyond traditional standardized tests by incorporating portfolios, project-based assessments, and peer feedback. These methods assess students’ creativity, critical thinking, and problem-solving abilities, aligning learning outcomes with the nation’s local economic and social priorities. Such alignment ensures that STEAM education remains relevant in the national context, particularly in addressing community and industry needs. The Philippine STEAM curriculum innovatively integrates agriculture and fisheries into its framework, reflecting the country’s economic reliance on these sectors. This contextualization allows students to apply scientific and technological principles to real-world problems relevant to their immediate surroundings. In addition, the curriculum defines competency indicators for STEAM teachers, focusing on enhancing Technological Pedagogical Content Knowledge (TPACK). These indicators ensure that teachers possess the skills required to deliver quality instruction and to implement alternative assessment methods effectively. Empirical evidence indicates that teachers who receive sustained in-service training demonstrate greater competence in conducting alternative assessments. This competence correlates directly with improved academic outcomes and student engagement. Furthermore, student feedback reflects high satisfaction with the STEAM learning experience, noting growth in both scientific knowledge and creative skills. This dual emphasis reinforces the holistic character of STEAM education by promoting cognitive and affective development, thereby preparing students for diverse challenges beyond the classroom. Despite its strengths, the Philippine STEAM system faces notable challenges. The curriculum’s technological content particularly in emerging areas such as artificial intelligence lags behind that of industrialized countries, including India, which has established more advanced AI-oriented programs. This gap limits Philippine students’ exposure to cutting-edge technologies and may constrain their competitiveness in the global labor market [2]. Moreover, implementation of teacher-training programs for alternative assessment remains inconsistent across regions, undermining the coherence and effectiveness of STEAM pedagogy nationwide. The Philippine model prioritizes alternative assessments and contextual relevance to cultivate creativity and practical skills among upper-secondary students. While integration of agriculture and fisheries strengthens local applicability and teacher professionalism standards elevate instructional quality, curriculum modernization and standardization of teacher preparation will be essential to align Philippine STEAM education with best global practices. Europe. European STEAM education initiatives exemplified by projects such as STEAMonEdu and STE(A)M IT implement interdisciplinary frameworks coupled with a strong emphasis on gender inclusivity. These initiatives develop comprehensive training manuals, competency frameworks, and collaborative teacher networks to facilitate the exchange of best practices across diverse educational contexts. Structured support enables teachers to adopt integrative pedagogies that bridge science, technology, engineering, arts, and mathematics, thereby fostering holistic student development. Innovation within these European projects is evident in the creative contextualization of STEAM subjects. For example, the Steam Builders project uses historical heritage to situate mathematical and scientific concepts within culturally relevant narratives, thereby enhancing student connection and contextual understanding. Similarly, the ArtIST project integrates arts and technology within master’s-level academic modules, advancing interdisciplinary knowledge and skills among higher-education students. Additionally, advanced technologies such as augmented reality (AR) and the Internet of Things (IoT) are combined to design immersive, interactive learning environments. These applications enrich pedagogical practice, enable experiential learning, and promote deeper conceptual understanding. The impact of these projects is clear in heightened motivation and creativity reported by both teachers and parents, with particularly notable benefits for girls and disadvantaged students. By making STEM fields IV international scientific conference. Helsinki. Finland. 30-31.10.2025 82 more accessible and incorporating artistic elements with broad appeal, European STEAM initiatives effectively address gender disparities, strengthening engagement across all genders. This holistic approach counters traditional gender biases in STEM education and promotes inclusive participation, contributing to greater equity in learning outcomes. Nevertheless, challenges persist in the European context. Parental awareness of the educational value of STEAM is uneven across countries, with Lithuania emerging as a relative exception where awareness is higher. This gap limits parental support crucial for sustaining student participation beyond the classroom. In addition, collaborative activities involving schools and local communities are limited, constraining opportunities for contextualized learning and broader social integration of STEAM education. Expanding community involvement will be necessary to enhance the relevance and sustainability of STEAM initiatives. Overall, European STEAM projects effectively leverage interdisciplinary frameworks and prioritize gender inclusivity through innovative pedagogies and technology integration; boosting parental awareness and fostering community partnerships are key next steps to amplify impact. India. India’s STEAM education strategy prioritizes the integration of technology-enhanced learning environments with a strong focus on information and communications technology (ICT) to increase pedagogical effectiveness. This approach promotes student-centered learning by employing digital tools—such as simulations and interactive arts applications to foster creativity and active engagement. The model aims to develop not only scientific and technological skills but also artistic expression and design thinking within classroom settings. A notable innovation in India’s STEAM landscape is the Global Robotics Art Festival (GRAF), which combines robotics with artistic creativity to promote interdisciplinary learning and collaboration. The program employs clearly defined assessment rubrics to evaluate critical competencies such as teamwork, design quality, and problem solving. By merging robotics and art, GRAF challenges traditional disciplinary boundaries and encourages students to apply engineering principles creatively, thereby reinforcing core objectives of STEAM education. Empirical studies examining the impact of technology-supported STEAM initiatives in India highlight significant gains in student engagement and knowledge acquisition. Participants in robotics-focused programs report high enjoyment and demonstrate substantial improvements in scientific understanding and technical skills [3]. These outcomes indicate that integrating digital technologies with creative arts provides a robust platform for cultivating deeper conceptual learning and motivation among students. Despite these positive results, India’s STEAM system faces several challenges. A persistent emphasis on STEM subjects within STEAM programs can limit comprehensive integration of the arts, creating an imbalance that risks undermining STEAM’s holistic goals. The arts component often receives insufficient curricular attention, restricting opportunities for students to develop creativity and aesthetic sensibilities alongside technical expertise. Furthermore, the absence of standardized STEAM curricula and assessment frameworks across schools leads to inconsistencies in program quality and implementation. This lack of uniformity complicates efforts to scale successful pedagogical models nationwide and limits the systematic measurement of STEAM outcomes. India’s adoption of technology-enabled classrooms strengthens STEAM education through student-centered learning and innovative programs such as GRAF. Effective use of ICT fosters growth in both scientific knowledge and creative skills. To enhance STEAM’s impact, policy and curriculum development should address the imbalance between STEM and the arts and establish standardized frameworks to ensure consistent quality and equitable access across diverse educational contexts. Comparative insights. A comparative analysis of global STEAM initiatives reveals several critical factors that contribute to the effectiveness and sustainability of innovative practices. At the core of successful STEAM programs is the authentic interdisciplinary integration of the arts not as an add-on, but as a fundamental component. Design-thinking exercises, widely used in the United States and Europe, exemplify this approach by merging artistic creativity with engineering principles to tackle complex real-world problems. This integration strengthens creativity and problem-solving skills, thereby supporting learners’ holistic development. Teacher preparation emerges as a cornerstone across varied educational contexts. Continuous professional development equips educators with the knowledge and pedagogical strategies needed to implement STEAM effectively. The Philippines and Europe offer exemplary models that emphasize alternative assessment methods and interdisciplinary teaching approaches, respectively. Such targeted training enhances teacher readiness and enables more nuanced, context-responsive instruction. Technological integration significantly enriches STEAM learning environments by translating abstract concepts into tangible experiences. Leading regions such as China and Europe leverage advanced technologies IV international scientific conference. Helsinki. Finland. 30-31.10.2025 83 including 3D printing, augmented reality (AR), and the Internet of Things (IoT) to create immersive and interactive educational experiences. These tools promote experiential learning and increase student engagement, particularly in complex scientific and technological domains. Contextual relevance strongly influences the impact and sustainability of STEAM initiatives. Programs that align curricula with local economic, cultural, and environmental conditions demonstrate higher levels of student participation and practical applicability. For example, integrating agriculture-related content into the Philippine STEAM curriculum and using cultural heritage as a contextual framework in European projects illustrate effective localization strategies that enhance learning relevance. Inclusivity is a core aim of STEAM education, intended to promote gender and social equity. European initiatives explicitly adopt gender-responsive pedagogies and ensure equitable access to STEAM resources, targeting increased participation among girls and disadvantaged learners. Such inclusive practices help narrow traditional disparities in STEM fields [1]. Ongoing challenges (global). Despite progress, significant challenges persist worldwide. Resource inequities constrain program effectiveness by limiting equitable access particularly in the United States and India to makerspaces, advanced technologies, and specialized materials. Additionally, in countries such as China and India, the arts within STEAM curricula often receive insufficient emphasis, undermining the programs’ potential for whole-person education. Teacher preparation remains uneven especially where training in interdisciplinary and alternative assessment methods is limited as observed in the Philippines and China. References 1. Ge, X., Emerging Technologies for STEAM Education: Full STEAM Ahead, Cham, Springer, 2022 2. Honey, M., & Hilton, M. (Eds.), Learning Science Through Computer Games and Simulations, Washington, DC, National Academies Press, 2021 3. Khine, M., STEAM Education: Theory and Practice, Cham, Springer, 2021 4. Lynch, M., & Trott, M., The Handbook of STEAM Education: Integrated Approaches to Teaching and Learning, New York, Routledge, 2021 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 84 Philological sciences THE POETICAL WORLD OF MAHIRE NAGHIGIZI Mammadova Shalala Arif qizi Azerbaijan State Pedagogical University ORCID: 0009-0006-4456-7254 MAHİRƏ NAĞIQIZININ POETİK DÜNYASI Məmmədova Şəlalə Arif qızı Azərbaycan Dövlət Pedaqoji Universiteti ORCİD: 0009-0006-4456-7254 ПОЭТИЧЕСКИЙ МИР МАХИРЕ НАГИГИЗИ Мамедова Шалала Ариф гызы Азербайджанский Государственный Педагогический Университет ORCİD: 0009-0006-4456-7254 Abstract Azerbaijani poetry has played a critical role in expressing national-spiritual values, socio-political events, and the inner world of individuals. In the modern era, female poets’ works assume a special significance. Mahira Nagigizi’s poems “Sənsən” (“You Are”), “Yığıram” (“I Gather”), “Göz yaşıdı Kərəmi” (“Kerem Is Tears”) and “Salam olsun!” (“Greetings Be to You!”) reflect her poetic searches, thematic diversity, and worldview. This article presents a literary-publicistic analysis of these poems, examining the interplay of lyricism, national spirit, religious-spiritual motifs, and social themes.Overall, Mahira Nagigizi’s poetry reveals, alongside lyricism, a deep sense of national spirit, devotion to spiritual-religious values, and continuity of folk traditions. Her poems embrace both individual feelings and collective sentiments, finding a way into the reader’s heart. Xülasə Azərbaycan poeziyası milli-mənəvi dəyərlərin, ictimai-siyasi hadisələrin və insanın daxili aləminin ifadəsində mühüm rol oynamışdır. Müasir dövrdə qadın şairlərin yaradıcılığı bu sahədə xüsusi əhəmiyyət kəsb edir. Mahirə Nağıqızının “Sənsən”, “Yığıram”, “Göz yaşıdı Kərəmi” və “Salam olsun!” şeirləri şairin poetik axtarışlarını, mövzu rəngarəngliyini və dünyagörüşünü əks etdirir. Bu məqalə həmin şeirlərin bədii-publisistik baxımdan təhlilini aparır: lirizm, milli ruh, dini-mənəvi motivlər və ictimai mövzuların qarşılıqlı vəhdətini üzə çıxarır. Ümumilikdə, Mahirə Nağıqızının poeziyasında lirizmlə yanaşı milli ruh, dini-mənəvi dəyərlərə bağlılıq və xalq ənənələrinin davamı özünü göstərir. Onun şeirləri həm fərdi hissləri, həm də ümummilli duyğuları əhatə edərək oxucunun qəlbinə yol tapır. Аннотация Азербайджанская поэзия всегда была важным средством выражения национально-духовных ценностей, общественно-политических событий и внутреннего мира личности. В современной литературе особого внимания заслуживают произведения, созданные поэтессами. Их поэзия отражает как лиризм, так и глубокое чувство национального духа. Стихи Махиры Нагыгызы — «Ты есть» (Sənsən), «Я собираю» (Yığıram), «Керем — это слёзы» (Göz yaşıdı Kərəmi) и «Приветствую тебя!» (Salam olsun!) — ярко демонстрируют художественные поиски поэтессы, её поэтическое мировоззрение и тематическое разнообразие. В целом поэзия Махиры Нагыгызы, наряду с лиризмом, раскрывает глубокое чувство национального духа, приверженность духовно-религиозным ценностям и преемственность народных традиций. Её стихи охватывают как индивидуальные чувства, так и коллективные переживания, находя путь к сердцу читателя. Keywords: Mahira Nagigizi, Azerbaijani poetry, love lyricism, national spirit, folk traditions. Açar sözlər: Mahirə Nağıqızı, Azərbaycan poeziyası, məhəbbət lirikası, milli ruh, xalq ənənələri. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 85 Ключевые слова: Махира Нагыгызы, азербайджанская поэзия, любовная лирика, национальный дух, народные традиции. Giriş Azərbaycan ədəbiyyatının son dövrlərdə inkişaf mərhələsində qadın şairlər öz sözlərini demiş, poetik düşüncə sahəsində yeni istiqamətlər açmışlar. Onların yaradıcılığında milli kimlik, vətən sevgisi, insanın daxili dünyası və mənəvi duyğular poetik dil vasitəsilə ifadə olunur. Mahirə Nağıqızı da müasir Azərbaycan poeziyasının diqqətəlayiq simalarındandır. Onun şeirlərində “lirizm”, “dini-mənəvi motivlər”, “xalq ədəbiyyatı ənənələri” və “ictimai-siyasi ideyalar” qarşılıqlı vəhdətdə görünür. Azərbaycan müasir poeziyasının inkişaf mərhələsində qadın şairlərin ədəbi yaradıcılığı xüsusi diqqət doğurur. Onların əsərlərində lirizmlə yanaşı, milli ruh, mənəvi dəyərlər və xalq yaddaşına bağlılıq özünəməxsus poetik ifadəsini tapır. Bu mənada Mahirə Hüseynovanın poeziyası fərqli bədii-estetik çalarları ilə seçilir. Onun şeirlərində həm fərdi hisslərin incə təcəssümü, həm də ictimai-sosial problemlərin bədii şəkildə əks olunması müşahidə olunur. Mahirə Nağıqızı da müasir poeziyamızda öz sözünü demiş, oxucunun duyğu aləminə yol tapa bilmiş istedadlı şairlərdəndir. Onun şeirlərində lirizmlə yanaşı ictimai-siyasi motivlər, milli və bəşəri ideyalar da xüsusi yer tutur. Hüseynovanın yaradıcılığında əsasən üç istiqamət ön plana çıxır: məhəbbət lirikasının səmimiyyəti, dini-mənəvi dəyərlərin tərənnümü və milli-ictimai ideyaların ifadəsi. Bu istiqamətlər onun poetik düşüncəsinin əsas sütunlarını təşkil edir və oxucuda həm şəxsi, həm də ümummilli duyğuları oyatmağa xidmət edir. Məsələn, şairin məhəbbət mövzusunda yazdığı şeirlərində duyğuların saflığı, sevginin ilahi məna daşıması, insan həyatında mənəvi dayağa çevrilməsi əsas ideya xəttini formalaşdırır. Bu şeirlərdə poetik təkrarlar, simvolik obrazlar və dini-mistik çalarlar bədii ifadə vasitəsi kimi istifadə olunur. Digər tərəfdən, Mahirə Hüseynovanın poeziyasında xalq yaradıcılığının təsiri açıq şəkildə hiss olunur. O, klassik dastan və aşıq ənənələrindən bəhrələnərək müasir şeir dilinə yeni nəfəs gətirir. Xalq musiqisinin rəmzləri – saz, mizrab, qoşma üslubu – onun poetik dünyasında yalnız milli yaddaşın deyil, həm də həyat fəlsəfəsinin ifadə vasitəsinə çevrilir. Şairin ictimai-siyasi mövzuda qələmə aldığı şeirlərində isə vətən sevgisi, qəhrəmanlıq salnaməsi və milli qürur motivləri üstünlük təşkil edir. Burada şəhidlərə, qəhrəmanlara, tarixi qələbələrə ehtiram ifadə olunmaqla yanaşı, gələcəyə inam və milli birliyin qorunması ideyası da oxucuya aşılanır. Təqdim olunmuş “Mən” , “Sənsən”, “Yığıram”, “Göz yaşıdı Kərəmi” və “Salam olsun!” şeirləri müəllifin poeziya üslubunu, bədii axtarışlarını, həm də şairin daxili dünyasını oxucuya açıq şəkildə göstərir. Bu şeirlər həm fərdi hissləri, həm də ümummilli dəyərləri əks etdirməsi ilə diqqət çəkir. Mahirə Nağı qızının şeirləri mövzu və üslub baxımından rəngarəngdir. Onun poeziyasında: Sevgi və məhəbbət lirizmi – insanın daxili dünyasının təmiz duyğularla ifadəsi, Dini-mənəvi çalarlar – dərdi sınaq, şeiri ibadət kimi dəyərləndirmək, Milli-mədəni yaddaşın qorunması – dastan və saz motivlərinin yaşadılması, Milli ruh və vətənpərvərlik – qəhrəmanlıq salnaməsinin poetik təsviri və sairə mövzular xüsusi yer tutur. Şairə Mahirə Nağı qızının "Mən"şeiri dərin məzmuna malik şeirdir. Burada biz sevginin tərənnümündən çox, insanın mənəvi iztirablarının şahidi oluruq. Məsələn: Kimdi ox olanı, kimdi yay çəkir, Kimdi qazan asan, kimdi pay çəkir? Neçə min ildir ki, ərlər hay çəkir, Dərdləri cürbəcür, nərəsi birdi. Mahirə Nağıqızının “Sənsən” şeiri klassik lirikanın motivlərini müasir poetik düşüncə ilə birləşdirən nümunələrdəndir. Şeir məhəbbət lirikasına aid olsa da, burada eşq yalnız romantik münasibətlərin ifadəsi deyil, həm də insan həyatının mənəvi dayağı kimi təqdim olunur. “Sənsən” şeiri klassik və müasir lirikanın sintezini təqdim edir.. Şairin seçdiyi ifadələr – “yaralı qəlbimin dərmanı”, “ruhumun yaşayan dövranı”, “eşqlə dikələn dərd sarayı” – insan həyatında məhəbbətin həm şəfa, həm də varoluş mənası daşıdığını göstərir. Əsərdə əsas bədii vasitə təkrardır: hər bəndin sonunda işlədilən “sənsən” sözü həm lirizmi gücləndirir, həm də mətnə ahəngdarlıq bəxş edir. Məsələn: Bu səhra dünyamın yuxularının Hər gecə gəzdiyi ormanı sənsən. Yaralı qəlbimin, xəstə canımın, Yeganə davası, dərmanı sənsən. *** Bikəsin ahıdı, zarıdı dünya, IV international scientific conference. Helsinki. Finland. 30-31.10.2025 86 Bəxtəvər dövləti, varıdı dünya. Bilmədim kimlərin yarıdı dünya, Şahanə dünyamın fərmanı sənsən [Hüseynova, 2023: 91]. Şairin poetik duyumu oxucuya eşqin saf, ilahi bir hiss olduğunu çatdırır. “Bu dünya cənnətmiş, İsmi Pünhanın, cənnətdə sirdaşı, qılmanı sənsən” misralarında isə dini-mistik çalar hiss olunur. Beləliklə, şeir təkcə şəxsi məhəbbətin deyil, həm də bəşəri sevginin və mənəvi ucalığın tərənnümüdür. “Sənsən” şeirində sevgi və sədaqət insan həyatının mənası kimi təqdim olunur. Müəllif obrazlı ifadələrlə sevgini qəlbin dərmanı, həyatın dayağı, ruhun sığınacağı kimi təsvir edir. Təkrarların istifadəsi fikrin gücünü artıraraq poetik ahəng yaradır. “Yığıram” şeirində isə həyatın iztirabları, insanın taleyində topladığı dərdlər bədii simvolik dillə ifadə olunur. Burada dini-mənəvi çalarlar üstünlük təşkil edir və şair yazdıqlarını bir növ dua və ibadət kimi təqdim edir. “Göz yaşıdı Kərəmi” şeiri xalq yaradıcılığına, xüsusilə də “Kərəmi” dastanına bir ehtiram nümunəsidir. Burada nakam məhəbbət, xalqın dərd və iztirabları ilə bağlı motivlər əsas yer tutur. Şair “Kərəmi” obrazı vasitəsilə həm məhəbbətin, həm də xalqın faciələrinin simvolunu canlandırır. Saz və mizrabın obrazı isə həm kədərin, həm də ümidin rəmzi kimi təqdim olunur. “Salam olsun!” şeiri isə milli-ictimai mövzuda yazılmışdır. Burada şəhidlərə, qəhrəmanlara, tarixi hadisələrə, Vətən müharibəsi və qələbə simvoluna çevrilmiş bayrağımıza ehtiram ifadə edilir. Mahirə Nağıqızının “Yığıram” şeiri həyat fəlsəfəsini özündə əks etdirən ən orijinal poetik nümunələrdəndir. Burada “yığmaq” felinin təkrarı əsas bədii açardır. Şair ömrü boyu topladığı bütün ağrıacını, dərdi, hətta Tanrı tərəfindən göndərilən çətinlikləri belə mənəvi sərvət kimi qəbul edir. “Tanrım, göndərdiyin dərdi zənn elədim bal, yığıram” misrası dərdin insanın ruhunu saflaşdıran bir vasitə olduğunu göstərir. Şairin qələmində ağrı-acı ilahi sınaqdır və bu sınaq insana güc verir. Məsələn: Dinib dillənmədim ki mən, Pıçıltımnan, lal yığıram. Tanrım, göndərdiyin dərdi Zənn elədim bal, yığıram. *** Ər öyüdünnən topladım, Qəmi düyünnən topladım. Ana südünnən topladım, Nə yığdım halal yığıram. *** İbadətdir şeirlərim, Hər sətrində sənin yerin. Kağız üstə düşən tərim, Bir cəhlil-cəlal, yığıram. [Hüseynova, 2023: 99] Əsərdə ana südündən, ər öyüdündən, həyatın müxtəlif mərhələlərindən toplanan duyğular obrazlı şəkildə təqdim olunur. Şeir həm də dua məzmunu daşıyır: “Mahirənin duaları olsun sənə bal, yığıram”. Bu misralar göstərir ki, müəllif poeziyanı yalnız ədəbi yaradıcılıq deyil, həm də ibadət, mənəvi təmizlənmə vasitəsi kimi dəyərləndirir. “Göz yaşıdı Kərəmi” şeiri də Mahirə Nağıqızının tanınmış şeirlərindəndir. Azərbaycan xalqının sevimli dastanlarından biri olan “Kərəmi” əsrlərdir məhəbbətin və fədakarlığın rəmzi kimi yaşayır. Mahirə Nağıqızı bu dastanı sadəcə xatırlatmır, onu müasir poeziya müstəvisinə gətirərək yeni bədii nəfəs qazandırır. Şeir boyunca “Kərəmi” obrazı xalqın əbədi dərdinin, nakam məhəbbətinin, iztirablarının simvoluna çevrilir. “Yüz illərdi ruhumuzla yol gəlir, nakam eşqə başdaşıdı Kərəmi” misrası göstərir ki, bu obraz artıq fərdi taleyi deyil, ümumxalq yaddaşını təmsil edir. Şair dastanı həm də fəlsəfi çərçivədə təqdim edir: dünya özü bir tilsimdir və bu tilsim “Kərəmi” ilə açılır. Saz və mizrabın obrazı isə milli musiqimizin xalqın dərdlərini daşıyan simvolu kimi ön plana çəkilir. “İniltinin özündə bir ümid var” misrası göstərir ki, hətta dərdin içində də ümid gizlidir. Məsələn: Yüz illərdi ruhumuzla yol gəlir, Nakam eşqə başdaşıdı “Kərəmi”. Qoşulubdu karvanına kədərin, Yorulmadı, qəm daşıdı “Kərəmi”. *** Bu dünyanın hikmətini bilən az, Bu dünyada ağlayan çox, gülən az. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 87 Deyirlər ki, axar, axar, qurumaz, Başdanbaşa göz yaşıdı “Kərəmi”. *** O, vüsalsız məhəbbətin nərəsi Ancaq Tanrı mərhəməti çarəsi. Qərarlaşan “Dilqəmi”də pərdəsi. Bu dünyaynan savaşıdı “Kərəmi”. [Hüseynova, 2023: 121] Bu şeir həm dastan ənənəsinə sadiqlik, həm də milli-mədəni yaddaşın qorunması baxımından dəyərlidir. “Salam olsun!” şeiri Mahirə Nağıqızının ictimai-siyasi mövzuda yazdığı ən güclü nümunələrdəndir. Burada şair xalqın qəhrəmanlıq salnaməsini, şəhidlərin ölməzliyini, müasir tarixi qələbələrimizi poetik dillə təsvir edir. Ey tarixi sətir-sətir yaradanlar, Nə şanlısız, şanınıza salam olsun! Qalacaqdır bu tarixdə var olanlar, Silinməz ad-sanınıza salam olsun! *** Rəzil oldu bizi qüvvə saymayanlar, Qanda batdı qan içməkdən doymayanlar. Bu milləti yıxılmağa qoymayanlar, Dünyada hər anınıza salam olsun! [Hüseynova, 2023: 51] Şeir milli birlik çağırışı üzərində qurulmuşdur. “Bu milləti yıxılmağa qoymayanlar, dünyada hər anınıza salam olsun!” misrası xalqın iradəsini, mübarizə əzmini əks etdirir. Əsərdə həm tarixi şəxsiyyətlərə, həm də müasir liderlərə ehtiram ifadə olunur. Xüsusilə, “Dalğalandı Şuşada al bayrağımız, qurban olum, hamınıza salam olsun!” misrası Vətən müharibəsində əldə olunmuş tarixi qələbəni əks etdirir. Burada bayraq yalnız rəmz deyil, həm də milli kimliyin, qürurun və dözümün poetik simvoludur. Şeirin əsas gücü səmimiyyətində və milli ruhun canlı şəkildə oxucuya ötürülməsindədir. Burada həm tarixi yaddaş, həm də gələcəyə inam var. Digər bir şeir ilə də vətənpərvərlik hissini şairə sətirlərdə ifadə etməyə çalışmışdır. Bu haqda ouyuruq: “Mahirə Nağı qızının “Sən döyüşə hazır ol” şeiri Azərbaycan xalqını bir ideya ətrafında birləşməyə, düşmənlərə qarşı eyni mövqedən çıxış etməyə istiqamətləndirən səfərbərlik çağırışıdır. Şeirdə Azərbaycan əsgərinin qəhrəmanlığına, şücaətinə, məğlubedilməzliyinə böyük ümidlər bəsləyən, onun gücünə, qüdrətinə güvənən xalqımızın məğrur və təəssübkeş ziyalısının qəlbində əbədi və əzəli torpaqlarımızın azad olunacağına dərin inamı ifadə olunmuşdur” [5]. Şeirin “Vətən” müharibəsinin Zəfəri ilə bitməsinə şərait yaradan, gəncləri qorxmadan torpaqlarımızı yağı düşmən əlindən almasına güc verən ən təsirli və ilhamverici misrasına diqqət edək: Sən vətənin gücüsən, vətənin əsgər oğlu, Vətən haya çağırmaz, haraylamaz hər oğlu Göründüyü kimi, qələbə ruhlu vətənpərvərlik motivli şeiri hər oğulu torpaq sevməz, Allah yanında ən uca mərtəbə olan şəhadəti hər igidə layiq görməz kimi dərin fəlsəfi hikmətə malikdir. Nəticə Beləliklə, Mahirə Nağıqızı həm klassik ənənələrdən bəhrələnən, həm də müasir ictimai-siyasi hadisələrə bədii reaksiya verən şair kimi poeziyada fərqlənir.Mahirə Nağıqızının təqdim olunmuş şeirləri onun bədii dünyasının zənginliyini nümayiş etdirir. Mahirə Nağıqızının şeirləri oxucunu düşündürür, həm də ümid və inam aşılayır. Onun poeziyasında sevgi və iman, dərd və ümid, kədər və fədakarlıq vəhdət təşkil edir. Şairin poeziyasında məhəbbət lirikasından tutmuş milli-ictimai mövzularadək geniş diapazon müşahidə olunur. O, xalq ədəbiyyatı ənənələrini müasir şeir dili ilə vəhdətdə təqdim edir, həm klassik dastanlara, həm də müasir milli ideyalara poetik cavab verir. İstifadə olunmuş ədəbiyyat 1. Azərbaycan ədəbiyyatı tarixi. (2019), Bakı: Elm və təhsil. 2. Əliyev, R. (2021). Müasir qadın şairlərin poeziyası. Bakı. 3. M.Nağıqızı, M. (2023). Şeirlər toplusu. Bakı. 4. Paşayev, A. (2020). Azərbaycan poeziyasında milli dəyərlər. Bakı. 5. https://azertag.az/xeber/mahire_nagiqizinin_edebi_poetik_dunyasi-2000336 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 88 ETHICAL PRINCIPLES IN LINGUISTIC RESEARCH Sevinj Ahmadova ASPU DILÇILIK TƏDQIQATLARINDA ETIK PRINSIPLƏ Sevinc Əhmədova ADPU Abstract Linguistic research, particularly in the fields of sociolinguistics, psycholinguistics, and corpus linguistics, involves working with language data collected from individuals. This article examines the ethical dimensions of linguistic research, specifically the necessity of protecting participants’ data confidentiality and the researcher’s responsibility in this process. The study analyzes the ethical justification of research, principles of anonymizing data, and the storage and use of information, including the concept of “Informed Consent.” It is emphasized that the scientific value of research cannot be separated from respect for participants’ rights, and the development of more precise ethical protocols in this field is recommended. Xülasə Dilçilik tədqiqatlarında etik prinsiplər tədqiqatın hər mərhələsində iştirakçıların hüquqlarının qorunması, məlumatların dürüstlüyü və elmi nəticələrin etibarlılığı baxımından vacib rol oynayır. Əsas prinsiplərə iştirakçıların könüllü razılığı, məlumatların məxfiliyi, zərər verməmək, dürüstlük, mədəniyyətə hörmət və nəticələrin paylaşılması daxildir. Bu prinsiplər yalnız tədqiqatın elmi keyfiyyətini təmin etmir, həm də iştirakçılara və cəmiyyətə qarşı məsuliyyət hissini gücləndirir. Dilçilik tədqiqatları, xüsusən də sosiolinqvistika, psixolinqvistika və korpus dilçiliyi sahələrində, fərdlərdən toplanan dil məlumatları ilə işləyir. Bu məqalə dilçilik tədqiqatlarının etik ölçülərini, xüsusən də iştirakçıların məlumatlarının məxfiliyini qorumaq zəruriliyini və tədqiqatçının bu prosesdəki məsuliyyətini araşdırır. Tədqiqatın etik cəhətdən əsaslandırılması, məlumatın anonimləşdirilməsi, məlumatın saxlanması və istifadəsi ilə bağlı "Bilikli Razılıq" prinsipləri təhlil edilir. Beləki, tədqiqatın elmi dəyərinin iştirakçıların hüquqlarına hörmətdən ayrı tutula bilməyəcəyi vurğulanır və bu sahədə daha dəqiq etik protokolların inkişaf etdirilməsi təklif edilir. Keywords: research, analyze, linguistic, ethics, respect Açar sözlər: tədqiqat, analiz, dilçilik, etik, hörmət Dilçilik elmi, əksər sosial elmlər kimi, bilavasitə insanla və onun ən fundamental ünsiyyət vasitəsi olan dillə əlaqədardır. Həm nəzəri, həm də tətbiqi dilçilik sahələrində aparılan araşdırmalar, adətən, canlı danışıq nümunələri, yazılı mətnlər, psixoloji testlər və ya neyroloji ölçmələri əhatə edir. Bu kontekstdə, tədqiqatın etik prinsiplərə uyğunluğu yalnız hüquqi bir məsələ deyil, həm də elmi bütövlüyün əsasını təşkil edir. Tədqiqat prosesinə cəlb olunan hər bir fərdin hüququdur ki, tədqiqatın məqsədi, metodu, potensial riskləri və faydaları barədə tam və aydın şəkildə məlumatlandırılsın. Dilçilik tədqiqatlarında Bilikli Razılıq (Informed Consent) prinsipi xüsusi əhəmiyyət daşıyır. Dilçilik tədqiqatları insan ünsiyyətinin, dil strukturlarının və dilin cəmiyyət və mədəniyyətlə əlaqələrinin öyrənilməsi ilə məşğul olan elmi sahədir. Bu tədqiqatların aparılması zamanı etik prinsiplərə riayət etmək vacibdir, çünki iştirakçıların hüquqların qorunması, məlumatların dürüstlüyü və elmi ictimaiyyətə etibarlı nəticələrin təqdim edilməsi tədqiqatın keyfiyyətini müəyyən edir. Etik prinsiplər yalnız tədqiqat iştirakçılarının təhlükəsizliyini təmin etmir, həm də dilçilik sahəsinin nüfuzunu qorumağa xidmət edir. Dilçilik tədqiqatlarında iştirakçılar tez-tez müsahibələr, sorğular, eksperimentlər və ya müşahidələr vasitəsilə məlumat təqdim edirlər. Bu halda, informed consent prinsipi əsasdır. İştirakçılar tədqiqatın məqsədi, metodologiyası, məlumatların necə istifadə olunacağı və gizlilik şərtləri barədə tam məlumatlandırılmalıdır. Razılıq könüllü olmalı və iştirakçılar istənilən vaxt tədqiqatdan çəkilə bilməlidirlər (Kvale, 2007). Uşaqlarla aparılan tədqiqatlarda valideynlərin və ya qanuni nümayəndələrin razılığı xüsusi əhəmiyyət kəsb edir. Tədqiqat zamanı toplanan məlumatlar şəxsi xarakter daşıya bilər. Nitq nümunələri, şəxsi hekayələr və ya sosiolinqvistik məlumatlar iştirakçıların kimliyini aşkar edə bilər. Etik prinsiplərə görə, bu məlumatlar anonimləşdirilməli və yalnız tədqiqat məqsədləri üçün istifadə olunmalıdır (Creswell, 2014). Məlumatların təhlükəsiz saxlanılması və üçüncü şəxslərlə paylaşılmaması vacibdir. Dilçilik tədqiqatları, hətta görünüşdə sadə olsa da, iştirakçılara mənəvi və ya psixoloji zərər verə bilər. Məsələn, dil qüsuru olan şəxslərlə aparılan tədqiqatlarda onların özünəinamına ziyan vurmaq ehtimalı IV international scientific conference. Helsinki. Finland. 30-31.10.2025 95 Розвиток особистості пов'язаний з її професійною діяльністю і характеризується здатністю до свідомої саморегуляції, що визначає ступінь особистісного та професійного самоздійснення та характеризується високим рівнем розкриття особистісного потенціалу фахівця у обраній професії. Саморегуляція професійного становлення особистості фахівця, в нашому розумінні – це процес, який дозволяє керувати та коригувати свої дії, мотивацію в контексті професійного розвитку. Це важливий аспект, оскільки він впливає на успішність професійного зростання та власного професіогенезу. Індивідуальні особливості саморегуляції виявляються в тому, яким чином людина розробляє стратегію і тактику досягнення мети з урахуванням сприятливих та несприятливих чинників, умов, яким чином оцінює результати та корегує свою активність для досягнення поставлених цілей. Сьогодні особливо актуальним є вивчення особистісної саморегуляції як одного з факторів професійного розвитку особистості. Відтак це спонукало нас до досліджень цієї проблеми [2; 3]. Зокрема, вивчення факторів особистісної саморегуляції фахівця, розвиток механізмів саморегуляції професіогенезу, дослідження саморегуляції як чинника досягнення професіоналізму тощо. Розвиток саморегуляції являє собою процес підвищення рівня і якості професійної компетентності фахівця, яка визначається оволодінням необхідними практичними вміннями та навичками, що визначають характер професійної діяльності. Зрозуміло, що лише засобами власної активності людина формує якості та здібності, що набувають характеру усвідомлюваної цілеспрямованості. Одним із принципово необхідних психічних механізмів реалізації активності особистості є усвідомлена цілеспрямована саморегуляція. Нами було здійснено ряд досліджень, спрямованих на вивчення саморегуляції в контексті професійного становлення лікаря [2; 3]. Проблема саморегуляції професійного становлення особистості лікаря обумовлена, на наше глибоке переконання, необхідністю виявлення психологічних особливостей професійного становлення, складових саморегуляції, особистісних моделей саморегуляції професійного самоздійснення та шляхи саморегуляції професіогенезу особистості фахівця. Вравуючи той факт, що у професійній сфері особистісне самоздійснення відбувається через визначення оптимального шляху саморозвитку та самореалізації особистості у професійній сфері, тобто професійне самоздійснення характеризується високим рівнем розкриття його особистісного потенціалу, особливим видом дослідження саморегуляції в контексті професійного становлення майбутнього лікаря нами була виокремлена емоційна саморегуляція. Таким чином, розглядаючи емоційну сферу як компонент психологічної готовності фахівця медичної галузі, ми дійшли висновку про важливість володіння емоційною компетентністю, а це, в свою чергу досягається, у тому числі, завдяки процесу саморегуляції [4, 67-68]. Це підтверджує необхідність професійного розвитку фахівця засобами саморегуляції, яка є процесом керування не лише власними психологічними станами та вчинками, а й важливим чинником професіогенезу фахівця в цілому. Здійснений у попередніх наших дослідженнях [4; 5] аналіз концепцій та моделей професійноособистісного розвитку та становлення фахівців на етапі фахової підготовки, дозволив визначити та окреслити кілька етапів професіогенезу особистості лікаря – від етапу професійної психологічної готовності та адаптації до етапу професійної майстерності, джерелом якої виступають не лише особисті якості лікаря, а і його професійні компетенції. Висновки. На підставі викладеного вище можна зробити висновки, що розглянуті нами конструкти взаємообумовлені. Проте їх відмінність виявляється в змісті. Самовизначення особистості у професійній діяльності є одним з важливих чинників становлення особистості. В процесі професійного розвитку відбувається розуміння себе у професії, актуалізація власної професійної ідентичності. Професіогенез неможливий без активності та участі особистості фахівця, а тому формування складових саморегуляції особистості фахівця є умовою для професійного самоздійснення. Професіогенез особистості – багатогранний процес, складовими якого виступають професійне самовизначення та саморегуляція професійного розвитку фахівця. Доведено, що процес професійного становлення фахівця виявляється у вдосконаленні саморегуляції, адже справжнього сучасного фахівця сьогодні неможливо уявити без високого рівня розвитку саморегуляції. References 1. Boryshevskyi M.Y. (2010). Doroha do sebe: Vid osnov subiektnosti do vershyn dukhovnosti: monohrafiia. [The road to oneself: From the foundations of subjectivity to the heights of spirituality: monograph. K.: Akademvydav, 416 s. [in Ukrainian]. 2. Lazurenko O. O. (2018). Problema samorehuliatsii ta profesiinoho samozdiisnennia osobystosti fakhivtsia [The problem of self-regulation and professional self-fulfillment of the personality of a specialist]. Teoriia i praktyka suchasnoi psykholohii. №3. S.34-39. [in Ukrainian]. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 96 3. Lazurenko O. (2024). Psykholohichni osoblyvosti samorehuliatsii osobystisnoho ta profesiinoho rozvytku fakhivtsia u sferi okhorony zdorovia [Psychological features of self-regulation of personal and professional development of a specialist in the field of health care]. Visnyk Lvivskoho universytetu. Seriia: Psykholohichni nauky. № 18. S. 47-53. [in Ukrainian]. 4. Lazurenko O. (2018). Psykholoho-pedahohichni osoblyvosti modeliuvannia profesiinoi kompetentnosti studentiv-medykiv u protsesi profesiinoho stanovlennia [Psychological and pedagogical features of modeling the professional competence of medical students in the process of professional formation.]. Psykholohichnyi zhurnal. T.4. №3. S.67-85. [in Ukrainian]. 5. Lazurenko O.O., Tertychna N.A. (2025). Doslidzhennia psykholohichnykh determinant profesiinoho samozdiisnennia osobystosti likaria [Study of psychological determinants of professional self-fulfillment of a doctor's personality]. Vcheni zapysky Tavriiskoho natsionalnoho universytetu imeni V.I.Vernadskoho. Seriia: Psykholohiia. T. 36 (75). №3. [in Ukrainian]. 6. Poviakel N. I. (2003). Profesiohenez samorehuliatsii myslennia praktychnoho psykholoha: monohrafiia [Professionogenesis of self-regulation of thinking of a practical psychologist: monograph.]. K., 294 s. [in Ukrainian]. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 97 Technical sciences TECHNICAL AND METHODOLOGICAL FOUNDATIONS FOR CONDUCTING METROLOGICAL VERIFICATION OF LIQUID DENSITY MEASURING INSTRUMENTS Kholliyeva Mohigul Abdijalil qizi Master's student at Tashkent State Technical University Khairullayeva Dildora Sadullayevna Master's student at Tashkent State Technical University Uzbekistan Yuldasheva Nafisa Fakhriddin kizi Master's student at Tashkent State Technical University Uzbekistan Muzafarova Sultanpasha Anvarovna Research Institute of Semiconductor Physics and Microelectronics, Doctor of Physical and Mathematical Sciences, Head of laboratory Microelectronics and Electrotechnical Materials Science Abstract Technical and methodological foundations of metrological verification of liquid density measuring instruments Liquid density measurement is widely used in industry, laboratory and scientific research. Density is one of the physical properties of a liquid, which is determined by the ratio of the mass of a substance to its volume. Metrological verification of density measuring instruments is important to ensure the accuracy, reliability and compliance of measurements with international standards. The technical basis of metrological verification is based on the requirements set forth in state and international standards. For verification, reference liquids, calibration devices, thermometers, hydrostatic balances, and reference instruments designed to determine density are used. Keywords: Liquid density, metrological inspection, hydrostatic, vibrometric, measuring instrument, external inspection, international metrology institutes, density, Archimedes' law, value difference. Metrological verification of density measuring instruments is important for ensuring the accuracy, reliability and compliance with international standards of measurements. The technical basis of metrological verification is based on the requirements established by state and international standards. Various methods are used to measure density: hydrostatic, psychometric, dens metric, vibrometric and other methods. To ensure the accuracy and stability of measurement results using these methods, it is necessary to regularly check the metrological condition of the instruments. Metrological verification is the process of determining the technical condition of the measuring instrument, the limits of measurement error, and assessing their compliance with standards. The process of conducting a metrological inspection consists of several stages. At the first stage, the measuring instrument is subjected to an external inspection. At this stage, the mechanical condition of the instrument, the degree of damage or contamination, the accuracy of the measuring scale and indicators are assessed. At the second stage, the instrument is tested in working condition. In this process, the measurement results of the instrument are compared using standard liquids of known density. At the next stage, metrological calculations are performed. For each measurement, the accuracy, error rate, and repeatability indicators are calculated. If the measuring instrument deviates from the specified permissible error, it is adjusted or calibrated. After that, the measuring instrument is issued a certificate stating that it has passed metrological verification. The methodological basis determines the procedure for conducting the examination, test conditions, rules for taking into account external factors such as temperature, pressure and humidity. Because density is a temperature and pressure-sensitive quantity. For example, when the temperature increases, the volume of the liquid expands and the density decreases. Therefore, the examinations are carried out at 20°C (standard temperature) or adjusted to this value. The accuracy class of measuring instruments also plays an important role in the process of metrological verification. For example, high-precision densimeters (vibrometric type) are used in scientific research, while medium-precision instruments are used in industrial technological processes. A separate calibration method and measurement range are determined for each type of instrument. IV international scientific conference. Helsinki. Finland. 30-31.10.2025 98 Metrological verification of liquid density measuring instruments ensures the reliability of measurements, improves quality control in production processes, and enables accurate work in the energy, chemical, food, and pharmaceutical industries. This, in turn, ensures improved product quality and efficient use of resources. Metrological control of liquid density measuring instruments must be technically and methodologically well organized. This not only guarantees the accuracy of measurements, but also increases production efficiency. Every laboratory and industrial enterprise should conduct metrological control as an integral part of its activities. The scientific basis for metrological testing in determining the density of liquids is based on the principles of Archimedes' law, the law of thermal expansion, and the molecular structure of liquids. According to Archimedes' law, when any object is immersed in a liquid, it experiences a buoyant force equal to the weight of the liquid displaced by it. This phenomenon is used as the basis for determining density by the hydrostatic method. Effect of temperature: Water at different temperatures affects its density, as it expands when heated. Water molecules gain more energy as the temperature increases, as a result of which the molecules move away from each other and the water becomes less dense. For example, the maximum density of water is 3 g / cm ^ 4 at about 1 ° C. Above and below this temperature, the density decreases and the spacing of the molecules increases. This explains why ice, which has a lower density than water, floats. These changes are important both for scientific research and in real life, for example, for hydrodynamics and environmental monitoring. In metrological tests, it is used to correct for the effect of temperature on a liquid. For example, a 1°C change in the temperature of water changes its density by approximately 0.0002 g/cm³. Although this is a very small value, it introduces significant errors in processes requiring high accuracy. The most distinguishing feature of heavy water (D₂O) and ordinary water (H₂O) is their molecular structure. In heavy water, the deuterium ion, which replaces one hydrogen ion, carries an additional neutron, thereby increasing the molecular weight compared to ordinary water. The differences lead to a large contrast in the physical properties of the two. Pure water has no special properties that would allow it to be used in such processes, but it is essential for biological activity and everyday nutrition. Heavy water has a freezing point (3.8 °C), a boiling point (101.4 °C), and a density about 10% higher than pure water. These differences affect its use as a neutron moderator in nuclear reactors, where heavy water is often used because it can slow down neutrons without capturing them. The differences have made this type suitable for specific roles in scientific, industrial, and practical contexts. In modern scientific research, digital densimeters based on the vibrometric method are widely used. They are based on the vibration frequency of a liquid sample. Since density is inversely proportional to the vibration frequency, the electronic measuring system calculates density with high accuracy. For example, the accuracy of digital vibro-densimeters reaches g/cm³. Also, scientific studies conducted by international metrology institutes (e.g. OIML R 121 and ISO 15212-1 standards) show that by regularly calibrating density measuring instruments, measurement errors can be reduced to 0.01%. These results allow for high quality control in the chemical, pharmaceutical and petroleum industries. Conclusion In conclusion, another important scientific fact is that when determining the density of a liquid, regional differences in gravitational acceleration are also taken into account. In different parts of the Earth's surface, its value varies slightly (in the range of 9.780–9.832 m/s²). Therefore, in high-precision metrological verifications, the density value has this gravitational difference. This scientific fact shows that the metrological verification of density measuring instruments is not only a technical process, but also a scientific research area with a deep physical and mathematical basis. As a result of a properly performed metrological verification, the accuracy, reliability and compliance of measurements with international standards are ensured. References 1. Law of the Republic of Uzbekistan "On Metrology" July 25, 2023 2. "Choice of instruments for verification and calibration of gas analyzers" Khakimov O., Matyakubova P., Makhmudjonov M. Scopus 2023. Iss.2. 3. Tuyin AN The procedure for using calibration results when checking measuring instruments. Pribory 2012. (147) Russia 4. GOST 8.009-84 State System for Ensuring the Uniformity of Measurements (GSI). Russia IV international scientific conference. Helsinki. Finland. 30-31.10.2025 99 GAMIFICATION AND INTERACTIVE E-LEARNING TECHNOLOGIES IN MEDICAL EDUCATION: EVALUATING EFFECTIVENESS Elyor Akimovich Valitov Assistant, Department of Biomedical Engineering, Biophysics and Information Technology, Fergana Medical Institute of Public Health, Fergana. 150100 ORCID.ORG/0009-0005-6820-6173 Abstract The modernization of medical education through digital innovations has led to the increasing integration of gamification and interactive e-learning tools. These technologies aim to enhance engagement, motivation, and academic performance among medical students who often face complex, information-heavy curricula. This paper evaluates the pedagogical effectiveness of gamification and interactive e-learning technologies in medical education. Using a mixed-methods approach across three institutions, the study examines their impact on motivation, retention, and clinical reasoning skills. Quantitative data demonstrate significant improvements in student performance and motivation, while qualitative insights reveal enhanced learner satisfaction and collaborative engagement. The findings suggest that gamified and interactive environments provide effective, learner-centered educational frameworks for modern medical training. Keywords: gamification, interactive learning, medical education, e-learning, digital pedagogy, simulation, motivation. 1. Introduction The medical education landscape has undergone a fundamental transformation over the past two decades due to advances in digital technologies. Traditional lecture-based teaching models are increasingly being replaced by interactive, learner-centered approaches [1,2]. Medical students, who belong to a generation of digital natives, demand dynamic, engaging, and adaptive learning environments [3]. Gamification, defined as the use of game design elements in non-game contexts, and interactive e-learning technologies, including simulations, virtual patients, and augmented reality tools, have been recognized as effective solutions to bridge this gap [4]. The rationale for adopting gamified and interactive platforms lies in their capacity to enhance intrinsic motivation and promote active learning, which are critical in complex fields like anatomy, pathology, and clinical diagnostics [5,6]. Research has demonstrated that medical students often disengage from traditional didactic teaching, leading to reduced knowledge retention and clinical application ability [7]. Gamification can address these issues by integrating features such as leaderboards, achievements, and real-time feedback, thereby fostering a competitive yet collaborative learning culture [8]. Interactive tools, on the other hand, replicate real-world clinical settings in safe digital environments, enabling experiential learning [9,10]. This study aims to assess the educational effectiveness of combining gamification and interactivity in medical education, with a focus on their impact on motivation, learning outcomes, and student satisfaction. 2. Methods 2.1 Research Design. The study adopted a quasi-experimental mixed-methods design, incorporating both quantitative assessments (preand post-tests, motivation scales) and qualitative evaluations (interviews, observation). The intervention lasted six months, conducted between October 2024 and March 2025. 2.2 Participants A total of 180 undergraduate medical students from three medical institutes (aged 19–25) were recruited voluntarily. Participants were randomly divided into: (Table 1). Group A (Control): Lecture-based instruction. Group B (E-learning): Online modules without gamification. Group C (Experimental): Gamified and interactive e-learning modules. Table 1. Summary of Participant Groups and Learning Interventions Group Learning Method Tools Used Duration Number of Students A Traditional lectures PowerPoint, printed materials 6 months 60 B E-learning (non-gamified) LMS 6 months 60 C Gamified interactive e-learning Moodle, Body Interact 6 months 60 IV international scientific conference. Helsinki. Finland. 30-31.10.2025 100 2.3 Learning Tools and Platforms The gamified content was developed using: Moodle LMS for course content and analytics. Body Interact for virtual patient simulations. Anatomage Table for 3D anatomy visualization. Each topic included formative assessments with real-time scoring and badges for progress tracking. Instructors received training on integrating gamification principles into their teaching strategies [11]. 2.4 Data Collection Three main instruments were used: 1. Knowledge Tests – 50 multiple-choice questions preand post-intervention. 2. Motivation Scale – A modified Intrinsic Motivation Inventory (IMI) focusing on interest, effort, and perceived competence [12]. 3. Focus Group Interviews – Conducted with 30 randomly selected students to capture qualitative perceptions. 2.5 Data Analysis Quantitative data were analyzed using SPSS v27: -Paired-sample t-tests for intra-group differences. -ANOVA for inter-group comparisons. -Cronbach’s alpha confirmed internal consistency (α = 0.89). Qualitative data underwent thematic analysis, following Braun and Clarke’s six-phase model [13]. 3. Results 3.1 Knowledge Retention Post-test results revealed statistically significant improvements among Group C students (mean score 87%) compared to Group A (68%) and Group B (76%) (p < 0.001). Students reported that instant feedback during gamified quizzes improved self-assessment and long-term recall [14]. (Table 2). Table 2. Comparative Knowledge Retention Scores (Preand Post-Test Results) Group Pre-Test Mean (%) Post-Test Mean (%) Improvement (%) Significance (p-value) A (Lecture) 62 68 +6 - B (E-learning) 65 76 +11 p < 0.05 C (Gamified + Interactive) 64 87 +23 p < 0.001 3.2 Motivation and Engagement The IMI results indicated a 25% increase in intrinsic motivation for Group C participants. Students in gamified modules expressed higher enjoyment and commitment, particularly due to reward mechanisms and peer competition [15,16]. (Table 3). Table 3. Motivation and Engagement Indicators (IMI Scores) IMI Dimension Group A Group B Group C Change (%) Interest/Enjoyment 3.1 3.8 4.5 +32% Effort/Importance 3.4 3.9 4.6 +28% Perceived Competence 3.0 3.7 4.4 +31% Pressure/Tension (inverse) 2.8 2.3 1.9 -32% 3.3 Cognitive and Behavioral Outcomes Students engaged with gamified tools exhibited improved clinical reasoning, diagnostic accuracy, and team collaboration during simulations. Instructors reported reduced absenteeism and greater classroom interaction [17]. 3.4 Qualitative Findings Thematic analysis yielded three major themes: 1. Enhanced Engagement: “I feel like I’m part of the learning process, not just a listener,” one participant noted. 2. Peer Learning: Leaderboards promoted healthy competition, encouraging students to collaborate and share resources. 3. Practical Visualization: Students reported that 3D anatomy models and virtual patients helped bridge theoretical concepts with real-life clinical scenarios. 3.5 Instructor Feedback IV international scientific conference. Helsinki. Finland. 30-31.10.2025 101 Educators appreciated the improved participation and observed better student performance in formative assessments. However, they cautioned against over-gamification, which may shift focus from critical reflection to point-scoring [18]. 4. Discussion The findings reinforce previous studies showing that gamification enhances learner motivation and knowledge retention in health sciences education [19][20]. The combination of interactivity and game mechanics creates emotionally engaging learning environments that sustain attention and facilitate deeper understanding [21]. Gamification aligns well with constructivist learning theories, emphasizing learner autonomy, feedback, and social interaction [22]. The competitive and goal-oriented structure taps into intrinsic motivation, transforming passive learning into active exploration [23]. Interactive e-learning, particularly simulations and virtual patients, replicates authentic clinical contexts where learners can practice safely. This approach supports experiential learning as proposed by Kolb, allowing students to apply theoretical knowledge to practical scenarios [24]. 4.1 Practical Implications -Gamified e-learning modules should complement, not replace, traditional clinical training. -Instructors need training in digital pedagogy to design meaningful game-based assessments. -Medical Institutes and Universities must invest in scalable infrastructure to sustain these technologies. 4.2 Limitations -The study was limited to three universities, reducing generalizability. -Long-term retention beyond six months was not assessed. -Variability in instructor engagement may have influenced outcomes. 4.3 Future Research Further studies should explore: -The cost-effectiveness of gamified learning systems. -Longitudinal impacts on clinical competence and patient safety. -Cross-cultural comparisons of student attitudes toward gamification. 5. Conclusion This study demonstrates that gamification and interactive e-learning significantly improve motivation, engagement, and academic performance in medical education. Integrating game mechanics and interactive simulations aligns with modern pedagogical principles, promoting deeper learning and self-regulation. As medical education continues to digitalize, the challenge lies not in adopting technology for its own sake but in designing evidence-based, pedagogically sound digital experiences that prepare students for realworld clinical practice. References 1. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040 2. Hamari, J., Koivisto, J., & Sarsa, H. (2014). 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