«European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands, 2025. 311p

various

doi:10.5281/zenodo.17581356

«European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands, 2025. 311p

various

Publisher: Zenodo
DOI: 10.5281/zenodo.17581356
Repository: zenodo.org
Language: en

Abstract

Publisher.agency: Proceedings of the 11th International Scientific Conference «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands, 2025. 311p

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November , 2025 № 11 Amsterdam, Netherlands 6-7.11.2025 Proceedings of the 11th International Scientific Conference 2 UDC 001.1 P 97 Publisher.agency: Proceedings of the 11th International Scientific Conference «European Research Materials» (November 6-7, 2025 ). Amsterdam, Netherlands, 2025. 315p ISBN 978-5-9616-1274-5 DOI 10.5281/zenodo.17581356 Editor: Guusje Mulder, Professor, University of Amsterdam International Editorial Board: Azra Timmermans Professor, Wageningen University and Research Julie Smit Professor, Utrecht University Rens van Veen Professor, Delft University of Technology Maja de Boer Professor, University of Groningen Riley de Jong Professor, Leiden University Lize Koning Professor, Erasmus University College Mirte van der Meulen Professor, Erasmus University Rotterdam Robin Kok Professor, Vrije Universiteit Amsterdam Dewi de Jonge Professor, Radboud University Florian de Koning Professor, Maastricht University Fedde van der Velden Professor, Eindhoven University of Technology Pleun Bosman Professor, Tilburg University Mehmet Scholten Professor, Twente Pathway College Lana van Veen Professor, University of Twente [email protected] https://publisher.agency/ «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 3 Table of Contents Pedagogical Sciences EXPLORING THE CONCEPT OF RESEARCH COMPETENCE: A COMPARATIVE ANALYSIS OF NATIONAL AND INTERNATIONAL PERSPECTIVES ............................................................................................................................................................................................. 6 M.K. RAMAZANOVA A.A. KITAPBAEVA ADDRESSING INDIVIDUAL LEARNER NEEDS WHILE APPLYING THE TOTAL PHYSICAL RESPONSE (TPR) METHOD IN VOCABULARY REVISION ................................................................................................................................................................................................... 20 TALAPOVA ASSEL KAIRATOVNA NURGALIYEVA SAULE NURGALIKYZY THE IMPACT OF DIGITAL LEARNING TOOLS ON ENGLISH LANGUAGE TEACHING IN KAZAKHSTAN .................................................... 30 TALAPOVA ASSEL KAIRATOVNA SEITKAZY ULDANA GABITKYZY GENERATION Z: PECULIARITIES IN FOREIGN LANGUAGE LEARNING ..................................................................................................... 38 БАЯНОВ БЕКЗАТ АДАЙҚЫЗЫ ӘСЕЛ KSZTAŁCENIE UMIEJĘTNOŚCI CZYTANIA UCZNIÓW SZKÓŁ PODSTAWOWYCH ..................................................................................... 44 N. М. SLAMBEKOVA S. А. ABISHEVA USING PROJECT-BASED LEARNING TO IMPROVE INTERCULTURAL COMMUNICATIVE COMPETENCE ............................................... 46 AKSHOLPAN SAPAROVA УПРАВЛЕНИЕ РАЗВИТИЕМ ПЕДАГОГИЧЕСКОГО КОЛЛЕКТИВА В УСЛОВИЯХ ИННОВАЦИОННЫХ ИЗМЕНЕНИЙ ......................... 54 САРВАНОВА АЛЬМИРА АЛЬЯРОВНА КАЛИЕВА УМИТГУЛ НУРЛАНОВНА ПОСТАНОВКА И ОСНОВА ДИРИЖЁРСКОГО АППАРАТА НА НАЧАЛЬНОМ ЭТАПЕ ОБУЧЕНИЯ ........................................................ 58 ТАРАБРИНА ВИОЛЕТТА МАКСУТОВНА DEVELOPING LINGUISTIC COMPETENCE OF BASIC SCHOOL STUDENTS ............................................................................................... 63 ZHENISBAY SALTANAT MARSATKYZY SYZDYKOVA GAISHA NASIROVNA IMPROVING WRITING AND SPEAKING SKILLS OF SECONDARY SCHOOL STUDENTS ON THE BASIS OF AUTHENTIC NEWS ARTICLES ................................................................................................................................................................................................................... 69 TALAPOVA A.K. IDAYAT Y.U. Economic Sciences ФОРМИРОВАНИЕ КОРПОРАТИВНОЙ КУЛЬТУРЫ ПРЕДПРИЯТИЯ: ТЕОРЕТИЧЕСКИЙ АСПЕКТ ........................................................ 83 КАРИМГАЗИНОВ РИНАТ КАРИМГАЗИНОВИЧ ШУБАРОВ ЖАСУЛАН АМАНГЕЛЬДЫЕВИЧ БАГИСОВ АСЛАН АЯЗБИЕВИЧ АКТУАЛЬНЫЕ НАПРАВЛЕНИЯ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ УПРАВЛЕНИЯ ПРЕДПРИЯТИЕМ ................................................. 87 КАРАБАЕВ ЕРИК СЕЙСЕНБЕКОВИЧ ОРГАНИЗАЦИЯ СИСТЕМЫ ПЛАНИРОВАНИЯ В ДОРОЖНО-СТРОИТЕЛЬНОЙ ОРГАНИЗАЦИИ ........................................................ 92 МУРСАЛБЕКОВ АКЖОЛ СЛЯМОВИЧ ЖҮНІСҚАЛИЕВ АРМАН ЖҰМАБАЙҰЛЫ СОВРЕМЕННЫЕ ПОДХОДЫ К ФОРМИРОВАНИЮ СИСТЕМЫ РАЗВИТИЯ ПЕРСОНАЛА .................................................................. 100 СӘУЛЕТ ТЕМІРҰЛАН ҚАНАТҰЛЫ БАКБЕРГЕНОВ АЛИБЕК ЖЕНИСОВИЧ МИТРОФАНОВ НИКОЛАЙ ВАЛЕРЬЕВИЧ ИНСТРУМЕНТЫ И МЕТОДЫ ЭФФЕКТИВНОГО МЕНЕДЖМЕНТА ...................................................................................................... 106 ГУБАЙДУЛИН ЕРЖАН ЖУЛМАГАМБЕТОВИЧ НИ ВАДИМ АЛЬБЕРТОВИЧ ЯЦЫК АРТУР ЗАУРБИЕВИЧ ОЦЕНКА ЭКОНОМИЧЕСКОЙ ЭФФЕКТИВНОСТИ И СОЦИАЛЬНОГО ВОЗДЕЙСТВИЯ ПРОЕКТОВ УМНОГО ГОРОДА: АДАПТАЦИЯ МЕТОДОВ ПРОЕКТНОГО УПРАВЛЕНИЯ ДЛЯ ЦЕЛЕЙ УСТОЙЧИВОГО РАЗВИТИЯ ........................................................................... 112 АНАПИН Ж.Ж. ПЕРНЕБЕКҚЫЗЫ Н. THE DUAL ECONOMIC TRAJECTORY OF KYRGYZSTAN IN THE SHADOW OF THE UKRAINE WAR: ESCALATING COST OF LIVING AND THE INFLUX OF SANCTIONS-DRIVEN CAPITAL ....................................................................................................................................... 117 CHYNGYZ KERIMOV STUDENT АНАЛИЗ НЕКОТОРЫХ ПОКАЗАТЕЛЕЙ ИНДЕКСА СЕТЕВОЙ ГОТОВНОСТИ АЗЕРБАЙДЖАНА ......................................................... 122 ЛЕЙЛИ АЛИ КЫЗЫ АЛЛАХВЕРДИЕВА STRATEGIC INTEGRATION OF AI-DRIVEN CONVERSATIONAL AGENTS TO OPTIMIZE CUSTOMER EXPERIENCE AND OPERATIONAL EFFICIENCY IN THE SME SECTOR ........................................................................................................................................................... 127 YESKENDIROVA DAMILYA RUSLANKYZY Proceedings of the 11th International Scientific Conference 4 Biological Sciences СЫР ӨҢІРІНІҢ КЕРМАРАЛДАРЫ – БҰХАР БҰҒЫЛАРЫ ........................................................................................................................ 138 Е.ӨМІРХАН СТЕПЕНЬ КРИСТАЛЛИЧНОСТИ И ПОЛИМЕРИЗАЦИИ ЦЕЛЛЮЛОЗЫ ТОПИНАМБУРА КАК КЛЮЧЕВЫЕ ПАРАМЕТРЫ БИОКОНВЕРСИИ ПРИ ПОЛУЧЕНИИ КСИЛИТА ................................................................................................................................... 141 КАРИМОВА САУЛЕТ САБИТХАНОВНА ИСАЕВА АКМАРАЛ УМИРБЕКОВНА ТЛЕУКЕЕВА АСЕЛЬ ЕРЖАНОВНА ENHANCING THE THERAPEUTIC VALUE OF MULTICOMPONENT ANTICANCER COMBINATIONS ADJUVANT TO PROTON THERAPY AND THE ROLE OF ARTIFICIAL INTELLIGENCE IN ONCOLOGY .............................................................................................................. 145 ARCHIL CHIRAKADZE NODAR MITAGVARIA NELI MAKHVILADZE TEIMURAZ CHUBINISHVILI LALI GUMBERIDZE LENA DAVLIANIDZE NODAR SULASHVILI SAMYA SYED DEVA HARSHA UDAY GUNDLURU HARSHITA SHARMA SAI NALAWADE FAREEHA AZIZ MENGAL NIKOLOZ APHKHAZAVA ZAKARIA BUACHIDZE MARIAM RAZMADZE LIA CHELIDZE IRINA KHOMERIKI GIORGI PALAVANDISHVILI KHTUNA TSERODZE KAKHA GORGADZE NANA KHUSKIVADZE DAVID APHKHAZAVA Technical Sciences A SECURE PHP-BASED CLOUD SECURITY FRAMEWORK FOR GLOBAL SME RETAIL OPERATIONS ...................................................... 170 BENJAMIN F. ISEROM BRIAN E. USIBE CASMIR C. ETTEH ABDULRAZAQ O. IBIYEYE MOSES E. AIGBEREMHON JENNIFER B. USIBE ЭКОЛОГИЧЕСКИЙ АНАЛИЗ СОСТОЯНИЯ ПОДЗЕМНЫХ ВОД АЛМАТИНСКОЙ ОБЛАСТИ В УСЛОВИЯХ КЛИМАТИЧЕСКОГО И АНТРОПОГЕННОГО ВОЗДЕЙСТВИЯ ..................................................................................................................................................... 176 АБДИРАКМАНОВ М.Т ЗОЛОКЕРАМИКАНЫҢ ҚҰРАМЫНДАҒЫ ХИМИЯЛЫҚ ЭЛЕМЕНТТЕРДІ РЕНТГЕН ФЛУОРЕСЦЕНЦИЯ ӘДІСІМЕН ЗЕРТТЕУ ........... 179 БАЙМОЛДА Д ҚҰЛБЕК М. К ЛЕННИК С.Г ҚАЛАУНДЕН Ә.К PRINCIPLES AND STRUCTURE OF THE REAL ESTATE CADASTRE SYSTEM ............................................................................................ 185 BABAYEV MURAD KHANLAR КЛАСТЕРИЗАЦИЯ РАЙОНОВ ЧИКАГО НА ОСНОВЕ ДЕМОГРАФИЧЕСКИХ И ИНФРАСТРУКТУРНЫХ ДАННЫХ ............................. 189 A BYLAI A YAN A ZAMATULY ЖАМБЫЛ ОБЛЫСЫНДАҒЫ ТЕРІС-АЩЫБҰЛАҚ СУ ҚОЙМАСЫНЫҢ РЕКОНСТРУКЦИЯСЫ ............................................................. 195 ӨТЕПБЕРГЕН ГҮЛНАУРЫЗ СӘБИТҚЫЗЫ Political Studies CULTURAL DIPLOMACY AND CHINA'S ‘SOFT POWER’ AS A MEANS OF PROJECTING NATIONAL IDENTITY ABROAD ....................... 201 NURZHAYEVA ALINA MARATOVNA ҚАЗАҚСТАНДАҒЫ САЙЛАУ ПРОЦЕСІНДЕГІ ӘЛЕУМЕТТІК МЕДИА МАНИПУЛЯЦИЯЛАРЫ ............................................................. 210 ЖУЛДЫЗ БАЛМУРЗИНА МАКПАЛ АНЛАМАСОВА Sociological Sciences STUDENTS’ SUBJECTIVE AND OBJECTIVE WELL-BEING: A BIBLIOGRAPHICAL ANALYSIS .................................................................... 227 SATANOVA A.D. NESSIPKALIYEV D.E. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 5 Philological Sciences FRANSIZ DİLİNİN QRAMMATİKASI: NƏZƏRİ VƏ ELMİ BAXIŞ ................................................................................................................. 237 ƏKBƏROVA ƏSMAYƏ BƏXTIYAR QIZI XARİCİ DİLİN TƏDRİSİ ZAMANI YAZI VƏRDİŞLƏRİNİN AŞILANMASI YOLLARI ....................................................................................... 241 SEVINC AKIF QIZI ƏLIYEVA PLATFORM GRAMMAR: AFFORDANCES, ALGORITHMIC MEDIATION, AND STRUCTURAL LINGUISTIC INNOVATION IN THE DIGITAL AGE .......................................................................................................................................................................................................... 246 CEYHUN ALIYEV ZEYNAB MAMMADOVA SALMAN ALIYEV ELMI-PUBLISISTIK VƏ BƏDII INGILIS DILINI FƏRQLƏNDIRƏN CƏHƏTLƏR ............................................................................................ 253 ASMAR KARIMLI Philosophical Sciences THE PROBLEM OF BIOETHICS IN THE FOCUS OF THE RELIGIOUS WORLDVIEW OF MODERN SOCIETY ............................................ 259 ARINOVA OLGA TASTANBEKOVNA TYNYS AYAULYM KAIRATKYZY THE PROBLEM OF GOODNESS IN NIETZSCHE'S CONCEPT: PHILOSOPHICAL AND RELIGIOUS ASPECT .............................................. 264 RZAEV MAMMADTAGI Psychological Sciences THE APPLICATION OF THE LAZARUS MODEL IN THE STUDY OF COPING STRATEGIES OF ADOLESCENTS ......................................... 269 GULNARA HASANOVA ОПТИМИЗМ КАК МЕХАНИЗМ УСТОЙЧИВОСТИ К НЕОПРЕДЕЛЕННОСТИ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ СТУДЕНТОВ ................................................................................................................................................................................................................. 274 УСЕНОВА МЕРУЕРТ БАУБЕКОВНА Medical Sciences NT-PROBNP AS AN EARLY DIAGNOSTIC MARKER OF CHRONIC HEART FAILURE ................................................................................ 279 ESIMOVA ZHANNUR UASILKYZY UP-TO-DATE CLINICAL AND DIAGNOSTIC ASPECTS OF LARYNGEAL CANCER ..................................................................................... 283 ARMAN KHOZHAYEV AINA ZHANYMBETOVA FARKHAD AYAZBAYEV AINA ALEYEVA ASSYLAY KULMAGANBETOVA GULNARA KAMASHEVA ASSEM ZHANGABERGENOVA DIET THERAPY AND LIFESTYLE MODIFICATION IN PATIENTS WITH CHRONIC KIDNEY DISEASE......................................................... 294 TOKTAUBAYEVA SHYRAILY KAIRATKYZY ASSESMENT OF MEDICAL LABORATORY STAFF AWARENESS AND SAFETY CULTURE WITHIN THE OCCUPATIONAL HEALTH MANAGEMENT SYSTEM ......................................................................................................................................................................... 297 SOPHIO GUGESHASHVILI Physical and Mathematical Sciences ИССЛЕДОВАНИЕ ЭЛЕКТРОФИЗИЧЕСКИХ СВОЙСТВ ТВЁРДЫХ ТЕЛ С ЛАБОРАТОРНЫМИ ЭКСПЕРИМЕНТАМИ ......................... 300 РАХЫМБЕКОВ АЙТБАЙ ЖАПАРОВИЧ БАКТЫБАЕВ РУСЛАН НҰРЛАНУЛЫ МАЙКОЖАНОВА АЙГЕРИМ АРДАКОВНА HYPERTIME: A NEW PARADIGM OF COSMOLOGY AND QUANTUM PHYSICS ..................................................................................... 303 ANDRIY LEMESHKO Geographic Sciences DAĞLARDAN OKEANLARA: COĞRAFİ MÜXTƏLİFLİK VƏ İNSAN HƏYATI ............................................................................................... 312 ƏLIYEVA ŞƏFƏQ MƏMMƏD QIZI Proceedings of the 11th International Scientific Conference 6 Pedagogical Sciences UDC 57: 378.14; IRSTI 14.01.21 EXPLORING THE CONCEPT OF RESEARCH COMPETENCE: A COMPARATIVE ANALYSIS OF NATIONAL AND INTERNATIONAL PERSPECTIVES M.K. RAMAZANOVA 1st year PhD Doctoral student Of S. Amanzholov East Kazakhstan University (Kazakhstan, Ust-Kamenogorsk), https://orcid.org/0009-0006-0161-8701 A.A. KITAPBAEVA Candidate of Biological Sciences, S. Amanzholov East Kazakhstan University (Kazakhstan, Ust-Kamenogorsk) Abstract Contemporary geopolitical challenges affecting the exchange of knowledge and advanced technologies have created a pressing need for Kazakhstan to intensively develop its national intellectual capital and accelerate the generation of new scientific knowledge. These processes underscore the relevance of studying the concept of research competence as a key phenomenon in the context of higher education and scientific development. The purpose of this article is to identify the main approaches to defining the essence of research competence in educational science through a theoretical analysis of the works of national and international scholars. The study is grounded in the competency-based approach. The primary research methods include analysis and synthesis of national and international scholarly works focused on defining the essence of the concept of research competence. Over the past two decades, several theoretical approaches have emerged in educational science to conceptualize research competence. These include the systemic, activity-based, valueactivity, axiological, process-technological, competency-based, and synergetic approaches. In the international literature reviewed, research competence is predominantly viewed as a set of skills necessary for conducting scientific inquiry. Moreover, foreign scholars often associate the concept of research competence with research literacy, understood as a collection of competencies related to an individual’s cognitive and intellectual activity. The diversity of approaches to defining and conceptualizing research competence that has emerged in national and international scholarship over the past two decades enables a comprehensive examination of this phenomenon. As society continues to evolve—driven by trends in digitalization, technologization, and the development of networked cooperation among universities and other institutions—there is a growing need to reconsider the components of research competence. These developments highlight the relevance and necessity of further research aimed at identifying and substantiating the criteria and methodologies for developing research competence among students. Keywords: competence, research competence, competence approach, research activity, innovation environment, education, international scientists, academic exchange «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 7 ИЗУЧЕНИЕ КОНЦЕПЦИИ ИССЛЕДОВАТЕЛЬСКОЙ КОМПЕТЕНТНОСТИ: СРАВНИТЕЛЬНЫЙ АНАЛИЗ НАЦИОНАЛЬНЫХ И МЕЖДУНАРОДНЫХ ПЕРСПЕКТИВ М.К. РАМАЗАНОВА ¹, A.A. КИТАПБАЕВА ¹докторант 1 курса Восточно-Казахстанского университета им. С.Аманжолова (Казахстан, Усть-Каменогорск ²кандидат биологических наук, Восточно-Казахстанский университет им. С. Аманжолова (Казахстан, Усть-Каменогорск Аннотация Современные геополитические вызовы, влияющие на обмен знаниями и передовыми технологиями, привели к тому, что Казахстан остро нуждается в интенсивном развитии своего национального интеллектуального капитала и ускорении генерации новых научных знаний. Эти процессы подчеркивают актуальность изучения концепции исследовательской компетентности как ключевого феномена в контексте высшего образования и развития науки. Целью данной статьи является выявление основных подходов к определению сущности исследовательской компетентности в науке об образовании на основе теоретического анализа работ отечественных и зарубежных ученых. В основе исследования лежит компетентностный подход. Основные методы исследования включают анализ и обобщение национальных и международных научных работ, направленных на определение сущности понятия исследовательской компетентности. За последние два десятилетия в педагогической науке появилось несколько теоретических подходов к концептуализации исследовательской компетентности. К ним относятся системный, деятельностный, ценностно-деятельностный, аксиологический, процессно-технологический, компетентностный и синергетический подходы. В рассмотренной международной литературе исследовательская компетентность преимущественно рассматривается как набор навыков, необходимых для проведения научных исследований. Более того, зарубежные ученые часто связывают понятие исследовательской компетентности с исследовательской грамотностью, понимаемой как совокупность компетенций, связанных с когнитивной и интеллектуальной деятельностью индивида. Разнообразие подходов к определению и концептуализации исследовательской компетентности, возникших в национальной и международной науке за последние два десятилетия, позволяет всесторонне изучить этот феномен. По мере того как общество продолжает развиваться, движимое тенденциями цифровизации, технологизации и развития сетевого сотрудничества между университетами и другими учреждениями, растет потребность в пересмотре компонентов исследовательской компетентности. Эти разработки подчеркивают актуальность и необходимость дальнейших исследований, направленных на выявление и обоснование критериев и методик формирования исследовательской компетентности у студентов вузов. Ключевые слова: компетентность, исследовательская компетентность, компетентностный подход, исследовательская деятельность, инновационная среда, образование, международные ученые, академический обмен. Proceedings of the 11th International Scientific Conference 8 ЗЕРТТЕУ ҚҰЗІРЕТТІЛІГІ МӘНІНЕ ҰЛТТЫҚ ЖӘНЕ ХАЛЫҚАРАЛЫҚ ПЕРСПЕКТИВАЛАР НЕГІЗІНДЕ САЛЫСТЫРМАЛЫ ТАЛДАУ М.Қ. РАМАЗАНОВА ¹, A.A. КИТАПБАЕВА ¹ С. Аманжолов атындағы Шығыс Қазақстан университетінің 1 курс докторанты (Казахстан, Өскемен) ²биология ғылымдарының кандидаты, С. Аманжолов атындағы Шығыс Қазақстан Университеті (Казахстан, Өскемен) Аңдатпа Білім мен озық технологиялармен алмасуға әсер ететін қазіргі заманғы геосаяси сын-қатерлер Қазақстанның өзінің Ұлттық зияткерлік капиталын қарқынды дамытуға және жаңа ғылыми білімдерді қалыптастыруды жеделдетуге аса мұқтаж болуына әкелді. Бұл процестер жоғары білім мен ғылымды дамыту контекстіндегі негізгі құбылыс ретінде зерттеу құзыреттілігі тұжырымдамасын зерттеудің өзектілігін көрсетеді. Бұл мақаланың мақсаты отандық және шетелдік ғалымдардың жұмысын теориялық талдау негізінде білім беру ғылымындағы зерттеу құзыреттілігінің мәнін анықтаудың негізгі тәсілдерін анықтау болып табылады. Зерттеудің негізінде құзыреттілік . Зерттеудің негізгі әдістері зерттеу құзыреттілігі ұғымының мәнін анықтауға бағытталған ұлттық және халықаралық ғылыми жұмыстарды талдау мен жалпылауды қамтиды. Соңғы екі онжылдықта педагогика ғылымында зерттеу құзыреттілігін тұжырымдамалаудың бірнеше теориялық тәсілдері пайда болды. Оларға жүйелік, белсенділік, құндылық-белсенділік, аксиологиялық, процесс-технологиялық, құзыреттілік және синергетикалық тәсілдер жатады. Қарастырылған халықаралық әдебиеттерде зерттеу құзыреттілігі негізінен ғылыми зерттеулер жүргізу үшін қажетті дағдылар жиынтығы ретінде қарастырылады. Сонымен қатар, шетелдік ғалымдар көбінесе зерттеу құзыреттілігі ұғымын адамның танымдық және интеллектуалдық қызметімен байланысты құзыреттер жиынтығы ретінде түсінілетін зерттеу сауаттылығымен байланыстырады. Соңғы екі онжылдықта ұлттық және халықаралық ғылымда пайда болған зерттеу құзыреттілігін анықтау мен тұжырымдамалаудың әр түрлі тәсілдері осы құбылысты жанжақты зерттеуге мүмкіндік береді. Университеттер мен басқа мекемелер арасындағы цифрландыру, технологияландыру және желілік ынтымақтастықты дамыту тенденцияларына негізделген қоғам дамуын жалғастыра отырып, зерттеу құзыреттілігінің компоненттерін қайта қарау қажеттілігі артып келеді. Бұл әзірлемелер білім алушылардың зерттеу құзыреттілігін қалыптастыру критерийлері мен әдістемелерін анықтауға және негіздеуге бағытталған әрі қарайғы зерттеулердің өзектілігі мен қажеттілігін көрсетеді. Түйін сөздер: құзіреттілік, зерттеу құзыреттілігі, құзыреттілік тәсілі, зерттеу қызметі, инновациялық орта, білім беру, халықаралық ғалымдар, академиялық алмасу. Introduction. Currently, the field of pedagogy incorporates both well-established approaches to professional training—such as the systemic, learner-centered, and activity-based approaches—and relatively new ones that have only recently entered academic discourse, including the environmental, polyparadigmatic, and informational approaches. As Ibragimov notes, among the latter, the competence approach is of particular importance. Khimicheva emphasizes that this approach serves as a method of modeling educational outcomes and «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 9 designating them as professional training standards. This shifts the focus from the content of education to its results, which are expressed in the form of competencies, according to Medvedev and Tatur [1,2,3]. The concept of the competency-based approach became firmly established in the national education system during the 1990s, when Kazakhstan began actively integrating into the European Higher Education Area. At the Berlin Conference in 2003, the Bologna Declaration was signed, and shortly thereafter, a national concept for the modernization of Kazakhstan’s education was developed for the period up to 2010. Within this framework, the competency-based approach was identified as one of the foundational principles for educational reform. Contemporary geopolitical challenges, which influence the international exchange of knowledge and innovative technologies, have intensified Kazakhstan’s need to develop its national intellectual capital and accelerate the production of new scientific knowledge in order to achieve technological sovereignty. To ensure the country’s innovative development, it is essential to enhance and expand the effectiveness of domestic research activities. In this context, the role of continuous professional education aimed at improving the level of research competence among young scholars is becoming increasingly significant. These factors underscore the relevance of research focused on exploring the essence and content of the concept of research competence. The aim of this study is to identify the main approaches to defining the essence of the concept of research competence in educational science, based on a historical and pedagogical analysis of national and international literature on the subject. Literature Review. To date, two fundamentally different approaches to interpreting the terms «competence» and «competency» can be identified in the academic literature. In the first approach, these terms are treated as synonymous or mutually complementary. In the second, they are clearly distinguished: competence is understood as a broad personal characteristic, while competencies are regarded as its structural components. In Kazakhstan, numerous scholars have contributed to the study of the formation and development of research competencies in the field of pedagogy. Their work addresses issues related to the professional growth of educators, the preparation of future teachers, and the implementation of innovative teaching methods. Notable Kazakhstani researchers in this area include: Aitzhan Sydykov, a prominent scholar in pedagogy and psychology, whose research focuses on the methodology of pedagogical science and the development of teachers' professional competence, including their research skills; K.Zh. Kozhakhmetova, who specializes in the professional and pedagogical training of teachers and the development of research abilities among students of pedagogical universities; K.B. Zharikbayev, one of the founders of Kazakhstani pedagogical science, whose work is dedicated to the advancement of the national education system and the methodological preparation of educators; R.Zh. Nurtazina, who explores the professional development of teachers with a focus on innovative approaches to pedagogical practice and the enhancement of research competence; A.E. Abylkasymova, whose research addresses teacher training, the development of professional competencies, and the integration of modern technologies into the educational process; Sh.Kh. Taubaeva, an expert in the methodology of pedagogical science, known for her work on the formation of research culture among educators; and S.K. Kaliyeva, who focuses on developing research skills and competencies among students and early-career teachers. These scholars have made a significant contribution to the development of pedagogical science in Kazakhstan, placing particular emphasis on research activities and the professional formation of educators. Their work remains highly relevant in the context of ongoing modernization of the national education system. 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Proceedings of the 11th International Scientific Conference 20 Addressing Individual Learner Needs While Applying the Total Physical Response (TPR) Method in Vocabulary Revision Talapova Assel Kairatovna Master of Pedagogical Sciences, Kazakh Ablai Khan University of International Relations and World Languages Nurgaliyeva Saule Nurgalikyzy 4th year of Bachelor’s Degree 6B01701-“Training of Foreign Language Teacher”, Kazakh Ablai Khan University of International Relations and World Languages Abstract This study investigates how the Total Physical Response (TPR) method can be adapted to address individual learner needs during vocabulary revision in mixed-ability classrooms. TPR, developed by James Asher, integrates physical movement with language learning to enhance comprehension, reduce anxiety, and improve memory retention. A quantitative approach was used, collecting data from 60 participants, including university students and English language teachers in Kazakhstan, through a structured online questionnaire. The results indicate that TPR effectively promotes vocabulary retention, learner engagement, and motivation across varying proficiency levels. Teachers demonstrated slightly higher confidence in adapting TPR for mixed-ability classrooms compared to students, reflecting practical classroom experience. Challenges such as classroom space constraints and lesson preparation were noted, yet overall perceptions were positive. The findings suggest that TPR is an inclusive, adaptable, and low-stress method that can support differentiated vocabulary instruction. Recommendations include integrating TPR training into teacher education programs and providing adequate resources for effective implementation. Key words: Total Physical Response, vocabulary revision, mixed-ability classrooms, learner differentiation, language teaching, learner engagement, English education Literature Review The Total Physical Response (TPR) method has been widely recognized as one of the most effective techniques for introducing and reinforcing vocabulary, particularly among young and beginner learners. According to Asher (1977), TPR reflects the natural language acquisition process, where understanding precedes production. Learners first respond to verbal commands with physical actions, and only later begin to produce the target language. This sequence reduces anxiety and promotes a low-stress learning atmosphere, a crucial factor for successful vocabulary retention. Several researchers have explored the adaptability of TPR for mixed-ability classrooms. LarsenFreeman (2000) emphasizes that TPR’s strength lies in its multisensory engagement, which supports auditory, visual, and kinesthetic learners simultaneously. Because of this, students who may struggle with abstract or grammar-based lessons can still actively participate and demonstrate understanding through movement. Similarly, Cook (2008) argues that physical activity strengthens memory encoding, making vocabulary learning more meaningful and durable. When addressing individual learner needs, differentiation within TPR can be achieved through varying levels of support, task complexity, and role assignments. Brown and Lee (2015) highlight that teachers can adjust commands and activities based on learners’ proficiency levels—for example, by using simple verbs for beginners and multi-step commands for advanced students. In «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 21 addition, allowing students to take the role of the instructor encourages autonomy and critical thinking, giving more advanced learners opportunities to extend their linguistic range. In Kazakhstan, Baigudanova and Kolomiyets (2025) studied the application of the TPR method in multilingual classrooms and concluded that it promotes engagement, motivation, and effective vocabulary retention. Their findings emphasized that integrating movement with visual aids and verbal practice helped students of different proficiency levels achieve better comprehension. This supports the view that TPR can be successfully adapted to the needs of diverse learners in Kazakhstani educational contexts. In a study conducted by Şahin and Yıldırım (2018), TPR was implemented in a Turkish EFL context to teach and review vocabulary among mixed-ability learners. The results showed that both lowand high-proficiency students improved in vocabulary recall and engagement. The researchers noted that TPR helped bridge ability gaps by combining comprehension-based input with physical response, allowing weaker learners to follow peers and learn collaboratively. Furthermore, the integration of technology and visuals into TPR activities has been shown to enhance inclusivity. According to Delyser (2020), using flashcards, digital games, or short video clips alongside physical actions can provide additional scaffolding for visual learners and students with slower auditory processing. These adaptations make TPR a versatile method that accommodates various learning preferences and needs. Despite these benefits, challenges remain in large and diverse classrooms. Teachers often face time constraints and difficulty in maintaining classroom management during active sessions. As reported by Al-Ghamdi (2021), implementing TPR effectively requires careful planning, especially in heterogeneous groups where learners differ in motivation, energy, and attention levels. Despite these challenges, the literature consistently supports TPR as a method that promotes inclusivity, engagement, and long-term vocabulary retention when properly adapted to individual learner needs. Introduction The Total Physical Response (TPR) method, developed by James Asher in the 1970s, is a teaching approach that connects language learning with physical movement. It is based on the idea that memory is enhanced when learners respond to verbal input through physical actions. In this method, teachers give commands, and students demonstrate understanding by performing the corresponding actions. This technique mimics the natural way children learn their first language— through listening, observing, and responding—before they begin speaking. As a result, TPR helps reduce anxiety, encourages participation, and strengthens comprehension, especially during vocabulary learning. In contemporary classrooms, teachers often face the challenge of addressing diverse learner needs within mixed-ability groups. Students differ in learning pace, attention span, and language proficiency, which can make uniform instruction ineffective. The TPR method offers flexibility because it involves multisensory engagement—listening, seeing, and moving—which appeals to different learning preferences. By combining physical activity with verbal commands, TPR allows students with varying abilities to grasp meaning through both auditory and kinesthetic channels. This dynamic and interactive nature of TPR creates a supportive learning environment where learners can participate without fear of making mistakes. During vocabulary revision, TPR can be adapted to individual learner needs by modifying task complexity, group arrangements, and teacher guidance. For instance, advanced learners can be asked to create and lead commands, while beginners can focus on listening and responding physically. Visual aids and gestures can provide additional support for students who struggle with comprehension. Moreover, integrating pair and group work fosters collaboration and peer scaffolding, allowing students to learn from each other’s strengths. Proceedings of the 11th International Scientific Conference 22 The adaptability of TPR makes it suitable for diverse classrooms, but its success depends on how teachers implement differentiation within the method. Understanding how TPR can be adjusted to serve individual learner differences is crucial for maximizing its potential in vocabulary teaching. By exploring these adaptations, educators can ensure that all learners—regardless of ability— benefit equally from vocabulary revision sessions that are both engaging and effective. This study aims to explore how the TPR method can be modified to meet the diverse needs of learners during vocabulary revision in mixed-ability classrooms, ensuring active participation and comprehension for all students.The objectives of the study are as follows: 1.To define and analyze the theoretical foundations of the Total Physical Response (TPR) method in relation to addressing individual learner needs during vocabulary revision. 2.To investigate how teachers apply and adapt TPR activities in real classroom settings to accommodate learners with different levels of ability, confidence, and participation. 3.To evaluate the effectiveness of adapted TPR techniques in improving learners’ participation, comprehension, and vocabulary retention, and to provide recommendations for classroom practice. The study is guided by the following research question: How can the Total Physical Response (TPR) method be adapted to address individual learner needs during vocabulary revision in mixed-ability classrooms? Materials and Methods The data analysis in this research employed quantitative research. This quantitative research aimed to explore and explain how the use of the Total Physical Response (TPR) method helps in addressing individual learner needs during vocabulary revision in mixed-ability classrooms. Data were gathered through a structured online survey designed to capture the understanding and familiarity with TPR, its perceived effectiveness and adaptability for diverse learners, and the challenges faced in its classroom implementation. The study targeted Kazakhstani university students and English language teachers who have experience learning or teaching English in classroom environments. These participants were capable of identifying which methods are most effective for vocabulary teaching and revision. Researchers conducted a survey among 60 participants, including both senior students (3rd and 4th year) of the Kazakh Ablai Khan University of International Relations and World Languages and school teachers who have already gained practical experience in the field (see Table 1). The primary data collection instrument was an online survey administered via Google Forms (see Figure 1). The survey included Likert-scale, multiple-choice, and open-ended questions aimed to assess understanding and familiarity with TPR, its effectiveness in promoting vocabulary retention, and how it can be adapted to meet individual learner needs. Quantitative data were analyzed through the Excel program to identify the exact percentage of responses and summarize participants’ opinions. Table 1 presents the demographic characteristics of the participants, illustrating their age distribution, gender, role, and English proficiency levels. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 23 Table 1 Statistical Information of Participants Demographic Information of Participants Categories Percentage (%) Age 18–24 60% 25-30 30% 30+ 10% Gender Female 70% Male 30% Role Student 65% Teacher 30% Other 5% English Proficiency Beginner 15% PreIntermediate 25% Intermediate 35% UpperIntermediate 20% Advanced 5% Note. Demographic information of participants, including age, gender, role, and English proficiency level. Percentages are rounded to one decimal place. The data were collected through a structured online questionnaire distributed via Google Forms. The instrument consisted of twenty questions divided into demographic, Likert-scale, and openended sections. The Likert-scale items measured participants’ understanding and familiarity with the Total Physical Response (TPR) method, its perceived effectiveness in vocabulary revision, and its suitability for mixed-ability classrooms. The open-ended items sought to gather participants’ reflections on challenges faced during TPR implementation and suggestions for improving inclusivity in classroom practice. All items were developed based on previous studies in communicative language teaching and TPR methodology (Asher, 1977; Larsen-Freeman, 2000; Brown & Lee, 2015; Al-Ghamdi, 2021). Before distribution, the questionnaire was reviewed by an experienced lecturer in English teaching methodology to ensure clarity, content validity, and alignment with the study’s objectives. Data collection was conducted over a one-week period. Each participant received a digital consent form embedded at the beginning of the survey, explaining the purpose of the study, voluntary participation, and guaranteed anonymity. Demographic information such as age, gender, and English proficiency was collected solely for analytical purposes and treated with complete confidentiality. Participants were informed that they could withdraw at any time before submission. All completed responses were automatically stored and securely organized in a Google database to maintain data integrity and confidentiality. Quantitative data were analyzed using descriptive statistical methods, including frequency counts and percentages, to identify patterns in participants’ responses regarding the effectiveness and Proceedings of the 11th International Scientific Conference 24 adaptability of TPR. Open-ended responses were examined through content analysis, allowing for the identification of recurring themes such as motivation, engagement, and differentiation. This approach enabled the integration of numerical precision with qualitative insight, resulting in a comprehensive interpretation of how TPR supports vocabulary retention and addresses learner diversity. Ethical research standards were fully observed. All procedures complied with general academic ethics, ensuring privacy, voluntary participation, and the protection of participants’ data. The combination of statistical analysis and narrative interpretation provided a solid foundation for understanding how TPR can be effectively applied in Kazakhstani English classrooms to enhance vocabulary learning outcomes among diverse learners. Results To identify the role of the Total Physical Response (TPR) method in supporting vocabulary revision and addressing individual learner needs, the survey data from 60 participants were analyzed. The responses were grouped into three thematic categories: (1) participants’ understanding and familiarity with TPR, (2) perceptions of its effectiveness and adaptability for mixed-ability classrooms, and (3) challenges faced in implementation. Quantitative data were expressed in percentages to illustrate general trends, while short qualitative remarks were considered for interpretation. As shown in Table 2, the majority of respondents expressed positive views toward the TPR method. A majority of both students and teachers confirmed that TPR activities helped them retain vocabulary better, increased motivation, and reduced anxiety in language learning. Specifically, 85% of participants agreed or strongly agreed that physical actions strengthen memory, while 82% indicated that TPR makes vocabulary lessons more engaging and less stressful. Similarly, 78% of participants considered TPR suitable for mixed-ability classrooms because it allows both advanced and lower-level learners to participate actively at their own pace. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 25 Table 2 Perceived Effectiveness of the TPR Method in Vocabulary Revision No. Statement Strongly Agree (%) Agree (%) Neutral (%) Disagree (%) Strongly Disagree (%) Total (%) 1 TPR helps me remember new vocabulary better. 45 40 10 5 0 100 2 TPR activities reduce stress and increase classroom participation. 38 44 13 5 0 100 3 Gestures and physical movement make learning more effective. 50 35 10 5 0 100 4 TPR is suitable for students of different proficiency levels. 32 46 15 7 0 100 5 Assigning stronger students as “leaders” in TPR tasks supports weaker learners. 30 48 12 10 0 100 Note. Responses to Likert-scale statements evaluating perceptions of the Total Physical Response (TPR) method in vocabulary revision (1 = Strongly disagree, 5 = Strongly agree). Mean scores reflected overall positive attitudes toward TPR, with the highest agreement on memory improvement and learner engagement. The mean scores for all five items ranged from M = 4.10 to M = 4.35, indicating a consistently positive orientation toward the use of TPR in vocabulary instruction. The highest-rated item (M = 4.35, SD = 0.58) showed strong agreement that TPR helps learners remember vocabulary more effectively through movement, confirming the method’s cognitive and kinesthetic advantages. Overall, 85% of participants agreed that TPR enhances vocabulary retention, 82% believed it increases motivation and reduces anxiety, and 78% considered it suitable for mixed-ability classrooms. The greatest consensus was observed in responses emphasizing that TPR promotes inclusivity, allowing both stronger and weaker learners to participate actively through physical interaction and peer collaboration. Proceedings of the 11th International Scientific Conference 32 Figure 1 Screenshot of the Google survey used in this study The following table presents data on how frequently both teachers and students utilize digital learning tools in English language classrooms across Kazakhstan. The results illustrate the general level of integration of technology into everyday teaching practices, showing which platforms are most commonly employed and how regularly they are used. This information provides insight into the prevalence of digital tools in EFL contexts and establishes a foundation for understanding teachers’ and students’ familiarity with such technologies.(Table 1) Table 1 Understanding and Application of Digital Learning Tools —————————————————————————————————————— No| Statement SA A N D SD Total —————————————————————————————————————— 1. Digital tools improve lesson quality 30% 50% 12% 6% 2% 100% —————————————————————————————————————— 2. Teachers integrate technology 25% 40% 20% 10% 5% 100% effectively —————————————————————————————————————— 3. Digital learning aligns with 22% 48% 18% 8% 4% 100% curriculum goal —————————————————————————————————————— Results The data collected from the survey revealed insightful information about the use, perception, and impact of digital learning tools on English Language Teaching in Kazakhstan. Most respondents expressed positive attitudes toward integrating technology into language instruction, though some challenges were identified. Below are the summarized results from each of the five categories, accompanied by tables and analytical commentary.The survey results indicate a vast majority of the participants—nearly 70%—agreeing or strongly agreeing that online teaching tools enhance the quality of English language instruction. This is an evidence of very high awareness of how technology can contribute to teaching and learning. Around 20% of the participants were neutral, which might be an evidence of confusion or lack of exposure to such tools. Interestingly, 10% disagreed possibly due to lack of exposure or training to digital tools. Teachers overall indicated that computer facilities make lesson presentation more interactive and flexible. Students similarly indicated that they enjoy learning through platforms like Kahoot and Quizlet. Both groups, however, admitted to not always using technology in a systematic way in lessons. The results affirm a clear positive attitude towards computer tools, but somewhat inconsistency in their use. This indicates that while teachers value technology, its practical use remains dependent on infrastructure and support. Generally, the findings confirm «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 33 awareness is not always matched with systematic classroom practice. Table 2 summarizes participants’ perceptions of the pedagogical effectiveness of digital learning tools in enhancing different language skills—reading, writing, listening, and speaking. It highlights how both groups evaluate the contribution of digital resources to language acquisition and whether they believe these tools improve engagement, feedback, and learning outcomes. Table 2 Perceived Effectiveness of Digital Tools —————————————————————————————————————————— No| Statement SA A N D SD Total —————————————————————————————————————— 1. Digital platforms improve motivation 35% 40% 15% 8% 2% 100% —————————————————————————————————————— 2. Students learn faster with 28% 46% 16% 6% 4% 100% multimedia —————————————————————————————————————— 3. Digital tools help teachers 25% 42% 18% 10% 5% 100% manage time —————————————————————————————————————— Note.The table summarizes perceptions of how effective digital tools are in improving English teaching and learning outcomes. Nearly 75% of participants either strongly agreed or agreed that technology improves student comprehension and motivation. A smaller portion (10%) expressed disagreement, mostly citing unstable connectivity or lack of resources. The findings show that multimedia content—such as videos, games, and interactive exercises—facilitates greater understanding of linguistic concepts. However, the varying degrees of agreement suggest that effectiveness depends heavily on how teachers integrate these tools within their lesson plans and objectives. Table 3 show to what extent interactive and game-based tools, such as Kahoot or Quizlet, stimulate learners’ interest and create a more dynamic learning environment. Table 3 Student Engagement and Motivation —————————————————————————————————————————— No| Statement SA A N D SD Total —————————————————————————————————————— 1. Students participate more actively online 30% 44% 16% 6% 4% 100% —————————————————————————————————————— 2. Digital lessons increase collaboration 25% 50% 15% 8% 2% 100% —————————————————————————————————————— 3. Gamified tools make learning enjoyable 40% 42% 10% 6% 2% 100% —————————————————————————————————————— Note.This table demonstrates the influence of digital learning tools on students’ motivation, attention, and participation. Over 80% of respondents indicated that digital environments enhance student engagement, especially when lessons include interactive and game-based components like Kahoot or Quizlet. About 10% disagreed, citing that digital distractions may Proceedings of the 11th International Scientific Conference 34 sometimes hinder focus. Teachers reported that gamified lessons help sustain interest, while students valued immediate feedback and collaborative activities. Overall, the results confirm that technology contributes significantly to motivation, provided it is balanced with traditional communicative interaction. Table 4 outlines the primary obstacles reported by participants when integrating digital tools into their teaching or learning routines. Table 4 Adaptation to Students’ Needs —————————————————————————————————————————— No| Statement SA A N D SD Total —————————————————————————————————————— 1. Digital tools allow personalization 26% 50% 14% 6% 4% 100% —————————————————————————————————————— 2. Teachers adjust materials using 22% 46% 20% 8% 4% 100% technological tools —————————————————————————————————————— 3. Students benefit from adaptive learning 30% 44% 16% 6% 4% 100% a p p ————————————————————————————————————— Note.This table highlights how digital tools accommodate individual learning preferences and support differentiation in English language teaching. Approximately 76% of participants agreed that technology enables personalization, such as adjusting task difficulty or providing individual feedback. However, 20% were neutral, suggesting uncertainty about how to adapt digital resources effectively.The final table reveal several key challenges in integrating digital learning tools into English language teaching. About 40% of teachers reported technical difficulties such as unstable internet connections and lack of updated equipment. Another 30% mentioned insufficient institutional support and limited time for digital lesson preparation. Meanwhile, 20% of respondents identified low digital literacy among teachers as a major obstacle. Interestingly, 10% believed that the problem lies not in access but in motivation to innovate. Teachers expressed that while they recognize the benefits of digital learning, the workload often discourages experimentation. Table 5 Challenges and Institutional Support —————————————————————————————————————————— No| Statement SA A N D SD Total —————————————————————————————————————— 1. Lack of technical support limits usage 34% 40% 14% 8% 4% 100% —————————————————————————————————————— 2. Internet issues affect lesson quality 28% 46% 16% 6% 4% 100% —————————————————————————————————————— 3. More teacher training is needed 40% 42% 10% 6% 2% 100% —————————————————————————————————————— Note.This table outlines the main barriers teachers and students encounter when using digital tools and their perceptions of institutional support. The majority (over 80%) identified insufficient training and technical assistance as persistent issues. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 35 Discussion The purpose of the current study was to explore the influence that digital learning tools have on English language teaching in Kazakhstan, focusing on how technology impacts teaching effectiveness, student engagement, and learning outcomes. The discussion below provides an interpretation of the findings from the survey and connects those with the existing literature, methodological considerations, and implications for practice. In all, the survey results from 50 participants, both teachers and students alike, gave voices to how digital technologies are perceived and used in Kazakhstani EFL classrooms.The data collected indicated that digital learning tools have become an integral part of the process of English language teaching and learning in Kazakhstan. Most respondents reported using, on a regular basis, such digital platforms as Zoom, Google Classroom, and Quizlet; this would seem to imply that the integration of technology has passed the experimental stage and is now part of mainstream pedagogical practice. Teachers indicated that digital tools increase interactivity and allow different modes of instruction, while students pointed out their motivational effect and ease of access. This result aligns with the assertion made by Dudeney and Hockly (2020) that digital literacy has become an indispensable part of both teaching and learning processes in contemporary classrooms.The results also reveal that digital technologies have a positive impact on developing specific language skills. According to the respondents, listening and vocabulary acquisition were the skills most improved through digital tools. Indeed, authentic linguistic input can be garnered from multimedia content, like videos and podcasts, which help students improve their comprehension and pronunciation. Writing, however, was reported to be the least improved skill, because there is a lack of opportunities for individual feedback by the teacher in an online environment. This is also what Brown (2020) noted: digitally enhanced learning environments tend to be more favorably disposed toward receptive rather than productive skills. The findings of this study show various similarities and differences when compared to prior studies. Previous studies by Alqahtani (2021) and Wang (2022) have identified the motivational advantages of game-based learning tools in EFL teaching. This study has also found that interactive tools such as Kahoot and Duolingo increase students' enthusiasm and participation considerably. However, at the same time, it has been highlighted that technology alone cannot help improve learning outcomes. The effective integration of technology depends very much on teachers' digital competence and pedagogical strategies-a challenge that has also been commonly reported from other developing educational settings by Rahman (2022). Other recurrent problems included the lack of time for teachers to prepare digital materials and the absence of technical support from the educational institutions. These results reinforce the necessity of systemic solutions-digital literacy training programs, technical assistance centers, and further investment in infrastructure-that will make the introduction of digital education sustainable. If these barriers are not overcome, the effectiveness of digital learning tools will continue to be spotty, dependent on the initiative of individual teachers rather than on the commitment of institutions. This study is not without its limitations, as with all empirical research. The fact that data are self-reported can introduce bias because the respondents reflect perceptions rather than directly observed behaviors. Only 50 participants were surveyed, from urban educational institutions, and thus cannot be representative even of rural or remote areas. A limitation of this research could be that it has mostly focused on English as a foreign language; further studies could be conducted to see how digital tools influence the learning of other foreign or regional languages in Kazakhstan. Longitudinal or experimental designs would add significant value to establishing causal conclusions related to the efficiency of digital learning tools. Proceedings of the 11th International Scientific Conference 36 Conclusion The conclusion of the research clearly shows that digital learning tools have a revolutionary effect on the teaching process of the English language in Kazakhstan. All these tools are highly appreciated by most of the students and instructors as effective tools for developing communications skills, participation, and liveliness in learning. Implementation of online platforms such as Zoom, Google Classroom, Kahoot, and Duolingo has encouraged collaboration, independent learning, and innovation among the students. Instructors have reported that the virtual setting helps them diversify teaching and address various learning styles, which eventually result in more motivation and achievement.Nevertheless, the study also indicates that the successful integration of technology is based on several contextual factors. Problems such as finicky internet connections, outdated equipment, and lack of training for teachers remain to undermine the full capacity of digital education. A number of educators expressed the need for teacher education and school support programs for building their digital literacy as well as pedagogical skills. In the absence of proper guidance, the implementation of digital tools may be haphazard and limited to superficial interaction rather than deep effects of learning. Ongoing investment in teacher development and school infrastructure is thus imperative to ensure sustainable progress. One of the most important findings is that learner autonomy and personalization—two of the principal strengths of digital learning—are still not realized in most English classrooms. Although teachers recognize the importance of adapting content to students' needs, they do not know the most effective way to effectively individualize online teaching. This means that teacher training must move beyond minimum technical competence to the pedagogical practices of integrating adaptive and student-controlled technologies. In general, the current research confirms that digital technology is a permanent part of modern English language teaching in Kazakhstan with possibilities and problems. The results underscore the necessity of a strategic approach to digital integration, one that unites infrastructure, training, and pedagogical innovation. Policymakers and institutions should keep investing in digital literacy programs, availability of resources, and evidence-based teaching practices. Subsequent studies may look into the long-term impact of blended learning and how more recent technologies such as virtual reality and artificial intelligence may further shape English education in Kazakhstan. References Alimkulova, A., & Tynybekova, G. (2020). Digital transformation in Kazakhstani education: Teachers’ perspectives on e-learning. Central Asian Education Journal, 15(2), 55–68. Brown, H. D. (2020). Teaching by principles: An interactive approach to language pedagogy (5th ed.). Pearson Education. Dudeney, G., & Hockly, N. (2020). Digital literacies: Research and resources in language teaching. Routledge. Kunanbayeva, S. S. (2023). Integration of digital tools in English language teaching: Methodological approaches and practice in Kazakhstan. Almaty: Kazakh National Pedagogical University Press. Ministry of Education and Science of the Republic of Kazakhstan. (2022). Digitalization of education in Kazakhstan: National strategy report.Astana: MES RK. Rahman, M., & Singh, R. (2021). The role of online learning tools in enhancing English language «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 37 teaching effectiveness. International Journal of English Education Research, 9(3), 45– 58. Zhang, Y., & Lin, P. (2023). Digital pedagogy in the post-COVID classroom: Opportunities and challenges. Journal of Applied Linguistics and Language Research, 10(2), 87–104. Proceedings of the 11th International Scientific Conference 38 Generation Z: Peculiarities in Foreign Language Learning Баянов Бекзат Қазақ халықаралық қатынастар және әлем тілдері университеті (ҚазХҚ және ӘТУ), Алматы қ., Қазақстан, Екі шетел тілі факультеті, 4-курс студенті Адайқызы Әсел Қазақ халықаралық қатынастар және әлем тілдері университеті (ҚазХҚ және ӘТУ), Алматы қ., Қазақстан, Екі шетел тілі факультеті, 4-курс студенті Аннотация Бұл мақалада заманауи жастардың, яғни Z буынының шетел тілдерін меңгерудегі ерекшеліктері мен үрдістері талданады. Автор шетел тілдерін оқыту тарихына қысқаша шолу жасап, ежелгі дәуірлерден қазіргі заманға дейінгі эволюциясын сипаттайды. Қазіргі кезеңде технологиялардың, әсіресе жасанды интеллекттің дамуы білім беру саласына айтарлықтай әсер етуде. Z буынының негізгі сипаттары мультитапсырмалық қабілет, дербестікке ұмтылу, цифрлық сауаттылық және қысқа уақытқа назар аудару болып табылады. Мақалада жүргізілген шағын сауалнама нәтижелері көрсеткендей, студенттердің басым бөлігі оқу барысында ChatGPT және DeepSeek сияқты жасанды интеллект құралдарын белсенді пайдаланады. Бұл мәліметтер тіл үйрену тәсілдерінің едәуір өзгергенін және білім алушылардың жаңа технологияларға бейімделгенін дәлелдейді. Автордың пікірінше, қазіргі студенттер тілдің теориялық құрылымына қарағанда оның тәжірибелік және коммуникативтік жағына көбірек мән береді. Сонымен қатар, педагогтер де өз тәжірибесінде инновациялық әдістер мен цифрлық ресурстарды жиі қолдана бастады, бұл оқыту тиімділігін арттыруға ықпал етеді. Қорытынды бөлімде автор жасанды интеллекттің білім беру жүйесіне оң ықпалын мойындай отырып, оның адам ойлау қабілетіне және танымдық белсенділігіне ықтимал әсерін атап өтеді. Жалпы алғанда, мақала Z буынының шетел тілдерін меңгерудегі жаңа технологияларға икемділігін жан-жақты талдап, қазіргі заман білімінің даму бағыттарын айқындайды. Авторы: Баянов Бекзат, Адайкызы Асель Казахский университет международных отношений и мировых языков имени Абылай хана (КазУМОиМЯ), г. Алматы, Казахстан Факультет: Факультет двух иностранных языков, студенты 4 курса Аннотация В статье анализируются особенности и тенденции изучения иностранных языков представителями поколения Z. Автор делает краткий обзор истории преподавания иностранных языков, прослеживая изменения от древности до наших дней. В современную эпоху развитие технологий, особенно искусственного интеллекта, оказывает значительное влияние на систему образования. Основные характеристики поколения Z включают многозадачность, стремление к самостоятельности, цифровую грамотность и ограниченный период концентрации внимания. Результаты проведённого опроса показывают, что большинство студентов активно используют инструменты искусственного интеллекта, в частности ChatGPT и DeepSeek, для выполнения учебных заданий. Это подтверждает, что методы изучения языков претерпели серьёзные изменения, адаптируясь к цифровой среде. По мнению автора, современные обучающиеся отдают предпочтение практическому «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 39 применению языка как средству общения, а не его теоретическим аспектам. Учителя, следуя этим изменениям, начинают внедрять цифровые ресурсы и инновационные подходы в педагогическую практику, что способствует повышению эффективности обучения. В заключительной части автор признаёт позитивное влияние технологий на образовательный процесс, одновременно обращая внимание на потенциальные риски чрезмерной зависимости от них, которые могут ослабить самостоятельное мышление учащихся. В целом статья представляет всесторонний анализ адаптации поколения Z к цифровым условиям и трансформации процесса изучения иностранных языков в контексте современных образовательных тенденций. “Educaon is not the learning of facts, but the training of the mind to think.” — Albert Einstein Learning foreign languages was always actual topic for people starng from ancient mes, as the major requirement to learn languages was connected with trade and religious aspect of the lives of countrymen. Theocracy*, or the supreme rule of the religious authories over populaon aﬀected people to learn holy manuscripts, like Bible, and to follow the strict faith-based tradions, one of which was learning Lan as the language of the Saints as the center located in Vacan, Rome. Moreover, medieval period also needed language learning for trades, as it was the dawn of the internaonal trade between the East and West, or in simple words, terrestrial trade by the Great Silk Road* started from the Celesal Empire of China*, and ending in the coasts of Southern and Eastern Europe, connecng two sides of the Earth. Nevertheless, nowadays language learning is needed for several reasons and in this arcle, we will analyze the reasons and modern strategies of learning process among youth. At the moment, the rapidly changing world makes everything eﬀortless and challenging at the same me. Every year, there are hundreds of new forms of work emerging, in parallel with old-fashioned jobs disappearing. This has a great eﬀect in learning too, mostly at schools and universies. Generaon Z*, or in simple words, modern teenagers and younger part of the society are the ﬁrst ones experiencing the new learning methods at educaonal organizaons. Language learning is also facing big changes, shiing from primive methods to cung-edge ones, therefore learning is becoming more interesng. Now, let’s take a look at general skills and features of “Generaon Z”: Multaskers Big part of this generaon is able to handle several digital acvies at once, for example, studying while chang or watching videos simultaneously Individualists They value self-expression and creavity Digital naves Most of them grew up in a world surrounded by rising technologies Short aenon span Prefer quick, visual but dynamic content (like TikTok, Youtube shorts) Financial careful Seek stability as they witness several economic growths and stagnaons Diverse and inclusive Tolerant and aware of variety in choice, culture and identy (gender, etc.) Collaborave online Use digital plaorms to work together and share ideas Socially aware Thanks to brief informaon share they are aware of news and world problems like polluon or climate change As it is seen in table above, major features of this generaon are connected with digital technologies, in addion, this process of development is going faster than ever, as invesgaons and improvements in these ﬁelds accelerate further advancements. Therefore, we may state that Proceedings of the 11th International Scientific Conference 40 the educaon is evolving and deepening its roots with innovave technologies. The lifestyle of youth itself is connected with smart technologies. To prove these features and understand how teenagers learn foreign languages, we conducted mini-scale analysis through a survey among the representaves of Generaon Z. There is the results of our survey: - The number of males and females was almost equal; - All the respondents said that they use AI (mostly ChatGPT*, some use Deepseek*); - More than 80% of them use AI for study (task performance, etc.) - Most of parcipants study at universies in Almaty (Abai University and Ablai Khan University); - 13 respondents do the SIW tasks and other exercises only with the help of ChatGPT; - Major part of them were born between 2003-2005, that shows that students were at the last study year; The survey results show that most teenagers rely on the help of AI in daily rounes and while studying and performing exercises. Moreover, some individuals believe that arﬁcial intelligence has the potenal to reorganize the educaonal system by giving more opportunies for developing the learning process and student engagement. Besides, Generaon Z prefers praccal use of language as a means of communicaon rather than theorecal foundaons. This means that they need language to speak with others and ignore the rules or are not interested to recognize the reason why some linguisc terms are needed. This aspect leads to the next peculiarity which is connected with widespread use of digital tools in language learning process. Older generaon used diconaries and it was a bit problemac to take it everywhere to translate unknown words during the communicaon. Nowadays, everything is required is a mobile phone, that is both praccal and aﬀordable for everyone. ChatGPT is even recognized as more useful for learning a foreign language than specialized apps like DuoLingo*. The features of teenagers are aﬀecng the educators, as teachers start to use AI and digital sources at schools. In the past, the only things to use were the board and chalk. With the enhancement of technologies, there are more types of tools appearing right now. These means help teachers to save me and concentrate mostly on the content of the educaonal program and creang the curriculum more eﬀecvely. However, despite these remarkable innovaons, there remains a noceable gap between the abilies of digital learners and the preparedness of the educaonal instuons. Many schools and universies sll rely on tradional methods of teaching that do not fully correspond to the expectaons and needs of Generaon Z students. Teachers oen ﬁnd themselves balancing between classical pedagogical approaches and newly emerging digital ones. For instance, grammar translaon or direct methods are being gradually replaced or supplemented by task-based learning (TBL), Content and Language Integrated Learning (CLIL), and project-based learning (PBL), all of which encourage creavity and collaboraon through the use of technology. Yet, many teachers admit that the rapid development of AI outpaces their training, making it diﬃcult to integrate tools like ChatGPT eﬀecvely into lesson plans. Another aspect worth menoning is movaon. Generaon Z learners are usually movated by immediate results and interacve content. They appreciate feedback that is fast, clear, and visual. This explains the popularity of plaorms such as Kahoot, Quizizz, or Memrise, where game-like experiences smulate engagement. In contrast to previous generaons who relied on rote memorizaon, modern learners prefer short but meaningful learning moments— «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 41 microlearning—through reels, memes, or bite-sized videos. Language educators must therefore design lessons that align with this rhythm, using mulmedia materials that appeal to visual and auditory senses. Moreover, the social dimension of foreign language learning has changed dramacally. Today’s learners pracce speaking not only in classrooms but also online—through Discord servers, Reddit communies, or language exchange apps such as Tandem and HelloTalk. These digital spaces encourage authenc communicaon with nave speakers, oen without the psychological pressure of real-life interacon. This informal learning environment supports the communicave competence and self-conﬁdence of learners. However, it also exposes them to uncontrolled content and slang, which may aﬀect their accuracy or use of standard grammar forms. The psychological aspect of AI usage in learning is another essenal issue. While arﬁcial intelligence can personalize educaon, provide instant correcons, and track progress, it may also decrease learners’ ability to think crically and solve problems independently. Overreliance on AIgenerated translaons or grammar correcons reduces the need for cognive eﬀort. This might result in so-called “passive learning”, when students receive ready answers without engaging deeply in the process. In addion, some scholars highlight that constant exposure to screens and noﬁcaons may cause digital fague and concentraon problems. Thus, a balanced approach is required to ensure that technologies assist rather than replace human thinking. Teachers, in turn, are also adapng to new realies. Modern educators act not only as informaon providers but as mentors and facilitators, guiding students through the digital space. Professional development programs increasingly include digital literacy training, helping teachers to evaluate the credibility of online resources, create interacve lessons, and use AI ethically. Many educaonal instuons have already started implemenng blended learning models that combine face-to-face interacon with online plaorms. This hybrid format allows ﬂexibility and supports individualized learning paths for each student. Another important consideraon is the intercultural dimension of language educaon. Generaon Z grows up in a mulcultural and interconnected world where tolerance, diversity, and inclusivity are not abstract concepts but everyday realies. Learning a foreign language is not only about mastering grammar or vocabulary—it is also about understanding diﬀerent cultural perspecves. Technologies play a vital role in this process: virtual exchanges, internaonal online projects, and video conferences allow learners to meet peers from other countries without leaving their classrooms. This global approach enhances empathy and prepares students for internaonal cooperaon in the future workplace. Sll, the ethical and social concerns related to AI cannot be ignored. The quesons of data privacy, plagiarism, and authencity of student work are becoming increasingly relevant. Many students admit using AI for compleng assignments, which raises debates about academic honesty. Educators must therefore focus on developing digital ethics—teaching students not only how to use AI eﬀecvely, but also how to use it responsibly. Establishing clear guidelines on AIassisted learning and encouraging self-reﬂecon can help prevent misuse and promote academic integrity. Finally, to make the learning process more eﬃcient for Generaon Z, a few pedagogical recommendaons can be suggested. Firstly, teachers should integrate AI tools as supporve resources rather than main sources of knowledge. Secondly, lessons should include project work and problem-solving tasks that promote creavity and crical thinking. Thirdly, students should be encouraged to balance online and oﬄine learning, maintaining real communicaon with peers and teachers. And lastly, instuons must invest in teacher training programs that focus on digital pedagogy and ethical AI use. In conclusion, the educaonal landscape is undergoing a major transformaon driven by the technological revoluon and the rise of Generaon Z learners. Their digital mindset, creave Proceedings of the 11th International Scientific Conference 48 communities can help students understand the challenges and perspectives of different cultural groups. Activities might include organizing cultural events, creating educational materials, or volunteering with local organizations. Through these projects, students develop empathy and a deeper understanding of cultural diversity. 3. Global Classroom Collaborations Partnering with schools in other countries for joint projects exposes students to different educational approaches and cultural perspectives. These collaborations can involve joint research projects, video conferences, and cultural exchange activities. For example, a project on global health issues might involve students from different countries researching and comparing healthcare practices, then sharing their findings through virtual presentations. Such collaborations provide rich opportunities for intercultural learning and communication. Implementing PBL to Enhance ICC: Strategies and Best Practices 1. Curriculum Integration Integrating PBL into the curriculum requires careful planning and alignment with educational goals. Educators should identify key learning objectives related to ICC and design projects that address these goals. For example, a language arts curriculum might include a project on international literature, where students read and analyze works from different cultures, then create multimedia presentations or write comparative essays. 2. Facilitating Intercultural Interactions To enhance ICC, PBL projects should involve direct interactions with people from different cultures. This can be achieved through virtual exchanges, community partnerships, or collaborative projects with international schools. Educators should provide guidance and support to help students navigate cultural differences and develop effective communication strategies. 3. Encouraging Reflective Practices Reflection is a critical component of PBL and ICC development. Educators should incorporate reflective activities, such as journals, discussions, and self-assessments, into their projects. These activities help students examine their cultural assumptions, evaluate their communication strategies, and identify areas for improvement. For example, after completing a project on cultural heritage, students might write reflective essays discussing what they learned about their own and others' cultures. 4. Assessing Intercultural Competence Assessing ICC can be challenging, as it involves both cognitive and affective dimensions. Educators should use a variety of assessment methods, including self-assessments, peer evaluations, and performance-based assessments. Rubrics that measure specific ICC skills, such as cultural awareness, empathy, and adaptability, can provide valuable feedback and guide student learning. For example, a rubric for a project on intercultural communication might assess students' ability to recognize and respect cultural differences, use appropriate communication strategies, and reflect on their learning experiences. 5. Providing Support and Resources Effective PBL requires adequate support and resources. Educators should provide students with access to research materials, technological tools, and expert guidance. Collaborations with cultural organizations, community groups, and international partners can also enhance the learning «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 49 experience. For example, a project on global citizenship might involve partnerships with local NGOs, guest speakers from diverse backgrounds, and virtual exchanges with schools in other countries. 10 Steps of Project-Based Learning Project-Based Learning (PBL) is a dynamic classroom approach that encourages students to explore real-world problems and challenges through extended inquiry and hands-on projects. Here are ten detailed steps to effectively implement PBL: 1. Identify Learning Goals and Standards Begin by identifying the learning objectives and standards that the project will address. These should align with curriculum requirements and educational standards. Implementation: - Review curriculum standards and outcomes for the subject area. - Define specific knowledge, skills, and competencies students should acquire. - Consider incorporating skills such as critical thinking, collaboration, and problem-solving. Example: For a project on environmental sustainability, learning goals might include understanding ecological principles, analyzing human impact on ecosystems, and developing communication skills through presentations. 2. Choose a Real-World Problem or Question Select a driving question or real-world problem that is relevant, engaging, and challenging for students. This question should guide the entire project and provide a focus for inquiry. Implementation: - Brainstorm potential topics that are meaningful and interesting to students. - Ensure the problem is complex enough to require extended investigation and multiple perspectives. - Formulate an open-ended driving question that cannot be answered with a simple yes or no. Example: “How can our community reduce plastic waste and its impact on the environment?” 3. Plan the Project and Timeline Description: Develop a detailed project plan and timeline, outlining the key milestones, tasks, and deadlines. This helps manage the project and ensures students stay on track. Implementation: - Break the project into manageable phases or steps. - Set clear milestones and checkpoints to monitor progress. - Allocate time for research, collaboration, production, and reflection. Example: Create a timeline with stages such as research and data collection (Weeks 1-2), analysis and solution development (Weeks 3-4), and presentation preparation (Weeks 5-6). Proceedings of the 11th International Scientific Conference 50 4. Design the Entry Event Create an engaging entry event to introduce the project and spark students’ interest. This could be a guest speaker, a video, a field trip, or a simulation. Implementation: - Plan an activity that introduces the real-world context and significance of the project. - Use multimedia, hands-on activities, or expert talks to captivate students. - Pose the driving question and discuss its relevance to their lives and community. Example: Show a documentary on ocean plastic pollution and invite a local environmental activist to discuss the issue. 5. Form Student Teams and Define Roles Organize students into teams to promote collaboration and peer learning. Clearly define roles and responsibilities within each team. Implementation: - Group students based on diverse skills, interests, and strengths. - Assign or let students choose specific roles, such as project manager, researcher, data analyst, and presenter. - Ensure roles are rotated or shared to give each student a chance to develop different skills. Example: In a team working on reducing plastic waste, one student might lead research on recycling methods, another on community outreach, and another on creating educational materials. 6. Conduct Research and Inquiry Guide students as they research the problem, gather information, and explore various solutions. Encourage them to use multiple sources and methods. Implementation: - Teach research skills, including how to find reliable sources, evaluate information, and cite references. - Provide access to resources such as libraries, databases, and experts. - Encourage diverse methods such as surveys, interviews, field visits, and experiments. Example: Students might conduct surveys on plastic use in their school, interview recycling experts, and visit a local recycling facility. 7. Develop and Propose Solutions Have students analyze their findings and develop potential solutions to the driving question. Encourage creativity and critical thinking. Implementation: - Facilitate brainstorming sessions and encourage students to think creatively. - Guide students in evaluating the feasibility and impact of their proposed solutions. - Use tools like mind maps, prototypes, and models to help visualize ideas. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 51 Example: Students might propose solutions like implementing a school-wide recycling program, creating educational campaigns, or developing a plastic-free initiative. 8. Create a Public Product Students create a final product that demonstrates their learning and solutions. This product should be shared with an audience beyond the classroom. Implementation: - Decide on the format of the final product, such as reports, presentations, videos, or websites. - Ensure the product is polished and professional, reflecting the effort and learning involved. - Provide guidance and support on technical skills needed for the final product. Example: Students create a multimedia presentation and a website detailing their findings and proposed solutions to reduce plastic waste. 9. Present and Share the Project Arrange for students to present their projects to an authentic audience. This could include classmates, teachers, parents, community members, or experts in the field. Implementation: - Organize a presentation event, such as a project fair, community meeting, or online webinar. - Teach presentation skills and provide opportunities for practice and feedback. - Encourage students to engage with their audience through Q&A sessions and discussions. Example: Host a community event where students present their projects, share their website, and discuss their solutions with attendees. 10. Reflect and Assess Reflection and assessment are critical components of PBL. Have students reflect on their learning process, the challenges they faced, and the skills they developed. Conduct assessments to evaluate their performance. Implementation: - Use reflection activities such as journals, group discussions, and self-assessments. - Assess the project using rubrics that measure both the process and the final product. - Provide feedback that highlights strengths and areas for improvement. Example: Students write reflective essays on their project experiences and participate in a group discussion to share insights. Teachers use a rubric to evaluate their presentations, research, and collaboration. By following these detailed steps, educators can effectively implement Project-Based Learning to enhance students' intercultural communicative competence and other essential skills. Challenges and Solutions in Implementing PBL for ICC 1. Managing Diverse Classrooms Diverse classrooms present both opportunities and challenges for PBL. Educators must be mindful of cultural differences and create an inclusive learning environment that respects and values Proceedings of the 11th International Scientific Conference 52 diversity. This involves setting clear expectations for respectful behavior, fostering open communication, and addressing any cultural misunderstandings that arise. For example, in a multicultural classroom, educators might establish ground rules for group discussions, provide training on intercultural communication, and facilitate activities that promote cultural awareness and sensitivity. 2. Ensuring Equitable Participation PBL relies on active student participation, but not all students may feel equally comfortable or confident contributing to group projects. Educators should provide support and encouragement to ensure equitable participation. This might involve assigning specific roles based on students' strengths and interests, providing scaffolding and guidance, and creating opportunities for individual contributions. For example, in a project on cultural festivals, students might take on different roles such as researchers, writers, designers, or presenters, ensuring that everyone has a meaningful part to play. 3. Addressing Language Barriers Language barriers can pose significant challenges in PBL, especially in multicultural classrooms. Educators should provide language support, such as bilingual resources, language partners, and scaffolding techniques, to help students overcome these barriers. Additionally, projects should be designed to accommodate varying language proficiency levels, allowing students to contribute in ways that align with their skills. For example, a project on international cuisine might involve creating bilingual recipe books, conducting interviews in students' native languages, and presenting findings through visual and multimedia formats. 4. Balancing Academic Rigor and Cultural Sensitivity PBL projects must balance academic rigor with cultural sensitivity. Educators should ensure that projects are challenging and intellectually stimulating, while also being respectful and inclusive of diverse cultural perspectives. This involves carefully selecting project topics, designing culturally relevant activities, and providing guidance on ethical research practices. For example, a project on indigenous cultures might involve studying traditional practices, interviewing community members, and creating respectful representations of cultural heritage. Conclusion Project-Based Learning is a powerful tool for enhancing Intercultural Communicative Competence. By engaging students in meaningful, real-world projects, PBL helps them develop the skills and attitudes necessary for effective intercultural communication. It fosters cultural awareness, empathy, and adaptability, preparing students to navigate and thrive in an increasingly interconnected world. Integrating PBL into the curriculum and providing support and resources can create enriching learning experiences that not only enhance academic skills but also build the intercultural competence essential for global citizenship. Through careful planning, reflection, and collaboration, educators can use PBL to empower students to become effective and empathetic communicators in a diverse and complex world. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 53 References Belova, M. (2016). THE WORLD NEXT DOOR-PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE THROUGH FACE-TO-FACE ENCOUNTERS AND PROJECT-BASED LEARNING. Language in Different Contexts/Kalba ir Kontekstai, 7(1). Belwal, R., Belwal, S., Sufian, A. B., & Al Badi, A. (2020). Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman. Education+ Training, 63(3), 336-359. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters. Dewey, J. (1986, September). Experience and education. In The educational forum (Vol. 50, No. 3, pp. 241-252). Taylor & Francis Group. Peraza, A. V. F., & Furumura, Y. (2022). Project-based learning to develop intercultural communicative competence in virtual exchange contexts. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 12(3), 1-17. Sagitova, Z. Z., & Kurmangalieva, A. T. (2023). THE MAIN DIRECTIONS OF PROJECT-BASED LEARNING IN THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION COMPETENCE OF STUDENTS. In КОНЦЕПЦИИ, ИНСТРУМЕНТЫ И ТЕХНОЛОГИИ РАЗВИТИЯ СОВРЕМЕННОЙ НАУКИ и ТЕХНИКИ (pp. 137-143). Salinitri, F. D., Lobkovich, A. M., Crabtree, B. L., & Wilhelm, S. M. (2019). Reliability and validity of a checklist to evaluate student performance in a problem-based learning group. American journal of pharmaceutical education, 83(8), 6963. Shoukat, S., & Mamoon, R. (2024). ANALYZING THE EFFECTIVENESS OF INTERCULTURAL COMPETENCE IN ENGLISH LANGUAGE THROUGH PROJECT BASE LEARNING AT UNDERGRADUATE STUDENTS. International Research Journal of Social Sciences and Humanities, 3(1), 70-88. Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American journal of evaluation, 27(2), 237-246. Proceedings of the 11th International Scientific Conference 54 Управление развитием педагогического коллектива в условиях инновационных изменений Сарванова Альмира Альяровна Магистр биологии, Заместитель директора по учебной работе КГУ «Средняя школгимназия имени Абая» Калиева Умитгул Нурлановна Магистр педагогических наук, Заместитель директора по учебной работе, КГУ «Средняя школа-гимназия имени Абая» Аннотация: В статье рассматриваются актуальные вопросы управления развитием педагогического коллектива в контексте современных инновационных преобразований в системе образования. Автор анализирует ключевые вызовы, с которыми сталкиваются руководители образовательных организаций, и предлагает комплексный подход к управлению, включающий диагностику профессиональных дефицитов, создание мотивационной среды, организацию непрерывного обучения и формирование корпоративной культуры, ориентированной на сотрудничество и рост. Особое внимание уделяется практическим инструментам и методам, способствующим эффективной адаптации педагогов к изменениям и раскрытию их инновационного потенциала. Ключевые слова: управление развитием, педагогический коллектив, инновационные изменения, профессиональное развитие, образовательная организация, мотивация, корпоративная культура, цифровизация. Введение В последние годы Казахстан активно внедряет инновационные изменения в образовательную систему. Эти изменения касаются не только образовательных программ, но и подходов к управлению педагогическим коллективом. В условиях глобализации и стремительного развития технологий управление развитием педагогического коллектива становится ключевым элементом успешной реализации реформ. Современная система образования находится в состоянии постоянной трансформации, обусловленной процессами цифровизации, внедрением новых образовательных стандартов РК, возрастанием требований к качеству образовательных услуг и необходимостью формирования у обучающихся навыков XXI века. Эти инновационные изменения носят не эпизодический, а системный характер, предъявляя принципиально новые требования к профессиональным компетенциям педагога. Управление развитием педагогического коллектива в условиях инновационных изменений является важной задачей для образовательных учреждений Казахстана. Эффективные стратегии, направленные на профессиональное развитие и поддержку учителей, способны значительно повысить качество образования и подготовить учащихся к вызовам современного мира. Внедрение инновационных подходов поможет создать атмосферу, способствующую творчеству и сотрудничеству, что, в свою очередь, будет способствовать успеху не только педагогов, но и обучающихся. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 55 В этих условиях ключевым фактором успешности образовательной организации становится не только наличие современной материально-технической базы, но и готовность педагогического коллектива к принятию и реализации новшеств. Следовательно, центральной задачей управленца (директора, завуча) становится эффективное управление развитием кадрового потенциала. Это управление выходит за рамки традиционного повышения квалификации и превращается в стратегический процесс, направленный на формирование самообучающегося, гибкого и мотивированного коллектива, способного к совместному поиску и внедрению инноваций. 1. Вызовы инновационной среды для педагогического коллектива Прежде чем выстраивать систему управления развитием, необходимо четко идентифицировать основные барьеры и вызовы, с которыми сталкиваются педагоги: 1. Психологическое сопротивление новому: Инновации часто вызывают страх перед неизвестностью, опасение увеличивающейся нагрузки, непонимание практической ценности изменений. Консерватизм, присущий образовательной сфере, может стать серьезным препятствием. 2. Цифровой разрыв и технологическая неуверенность: Стремительная цифровизация требует уверенного владения цифровыми инструментами (интерактивное оборудование, онлайн-сервисы). Педагоги старших поколений могут испытывать дискомфорт и неуверенность, что приводит к их профессиональной дезориентации. 3. Дефицит новых профессиональных компетенций: Требуется не только передача знаний, но и умение проектировать индивидуальные образовательные траектории, формировать навыки (soft skills) у учащихся, работать в команде, использовать проектные и исследовательские методы. 4. Эмоциональное выгорание: Постоянные изменения, растущая отчетность и многозадачность на фоне высокой ответственности ведут к хроническому стрессу и синдрому эмоционального выгорания, что блокирует всякую готовность к развитию. Эффективная система управления развитием должна быть направлена на преодоление этих вызовов. 2. Стратегические направления управления развитием педагогического коллектива Управление развитием в инновационных условиях должно носить системный и многоуровневый характер. Можно выделить несколько ключевых направлений. 2.1. Диагностика и оценка потребностей в развитии Развитие не может быть эффективным, если оно навязано «сверху» без учета реальной ситуации. Необходима регулярная диагностика: Анализ профессиональных дефицитов: анкетирование, собеседование, наблюдение уроков выявить, какие именно компетенции (методические, цифровые, коммуникативные) требуют развития у конкретных педагогов и у коллектива в целом. Оценка уровня готовности к инновациям: Использование специализированных опросников для определения типа реакции педагогов на изменения (новаторы, ранние последователи, раннее большинство, позднее большинство, отстающие). Это позволяет дифференцировать подход. Мониторинг уровня мотивации и эмоционального состояния: Регулярное изучение индекса удовлетворенности, выявление признаков выгорания для своевременной профилактики. Proceedings of the 11th International Scientific Conference 56 2.2. Создание мотивационной среды Принуждение к инновациям неэффективно. Задача руководителя — создать среду, где развитие становится внутренней потребностью педагога. Связь инноваций с профессиональными целями: Четкое разъяснение, как новые методы или технологии помогут педагогу решить его ежедневные задачи, облегчат труд, повысят эффективность и признание учащихся. Система материального и нематериального стимулирования: Введение грантов за инновационные проекты, возможность участия в значимых конференциях, публичное признание заслуг («Педагог месяца», доска почета), карьерные лифты (наставник, методист, руководитель проектной группы). Поддержка инициативы: Создание условий, при которых педагоги чувствуют себя не исполнителями, а соавторами изменений. Внедрение практик «бережливого производства», где любые рацпредложения по улучшению процессов рассматриваются и поощряются. 2.3. Организация непрерывного и практико-ориентированного обучения Классические курсы повышения квалификации часто оторваны от реальной практики. Необходимы новые форматы: Внутрикорпоративное обучение (Talent Development): Создание системы наставничества, где продвинутые педагоги (новаторы) курируют менее опытных коллег. Организация внутренних мастер-классов, педагогических мастерских, воркшопов по обмену опытом. Проектная деятельность: Наиболее эффективный метод обучения — работа над реальным проектом (например, разработка междисциплинарного модуля, создание цифрового образовательного ресурса). Это позволяет сразу апробировать новые знания на практике. Создание профессиональных обучающихся сообществ: Формирование групп педагогов по интересам (например, «Цифровые инструменты в гуманитарных науках», «Проектная деятельность в начальной школе»), которые регулярно встречаются для совместного анализа практик, решения проблем и обучения друг у друга. Стажировки и нетворкинг: Организация обмена опытом с другими передовыми образовательными организациями. 2.4. Формирование инновационной корпоративной культуры Развитие — это не только обучение, но и среда, которая его поддерживает. Культура сотрудничества вместо конкуренции: Поощрение командной работы, открытого обмена идеями и материалами. Разрушение изоляции между кафедрами и предметными областями. Культура ошибки: Создание атмосферы, где ошибка в процессе внедрения новшества воспринимается не как провал, а как ценный опыт для обучения и корректировки действий. Это снижает страх и encourages experimentation. Открытая коммуникация: Регулярное информирование коллектива о целях изменений, их этапах и промежуточных результатах. Прозрачность управленческих решений снижает уровень тревожности и слухов. 3. Роль руководителя в процессе управления развитием В условиях инноваций роль руководителя трансформируется из администратора в лидеранаставника: 1. Visionary (Стратег): Четко формулирует и транслирует видение будущего организации, вдохновляя коллектив на движение к общей цели. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 57 2. Facilitator (Организатор): Создает организационные структуры и процессы, поддерживающие развитие (проектные группы, систему наставничества). 3. Resource Provider (Обеспечивающий ресурсами): Гарантирует предоставление необходимых ресурсов: временных (на освоение нового), материальных (техника, ПО), информационных (доступ к курсам, литературе) и кадровых (привлечение внешних экспертов). 4. Supporter (Поддерживающий): Оказывает непрерывную поддержку, признает достижения, помогает преодолевать трудности, создает атмосферу психологической безопасности. Заключение Управление развитием педагогического коллектива в эпоху инноваций — это сложный, многогранный и непрерывный процесс. Он не может быть сведен к разовым мероприятиям. Его успех напрямую зависит от способности руководителя перейти от административного контроля к лидерству, ориентированному на человека и его потенциал. Эффективная модель управления развитием основывается на глубокой диагностике, выстраивании персональных образовательных траекторий для педагогов, создании мощной мотивационной и поддерживающей среды, а также формировании культуры сотрудничества и постоянного обучения внутри коллектива. Инвестиции в развитие человеческого капитала являются самыми продуктивными, так как именно подготовленный, мотивированный и сплоченный педагогический коллектив становится главным драйвером и гарантом успешной реализации любых инновационных изменений в образовательной организации. Литература: 1. Абильдина С.К. "Цифровая трансформация образования в Казахстане" - 2020 2. Жуматаева Е.К. "Управление инновациями в педагогических коллективах" -2023 3. Бейсембаев М.К. "Профессиональное развитие учителя в условиях четвертой промышленной революции" 2016 4. Hargreaves, A., & Fullan, M. Professional Capital: Transforming Teaching in Every School. – Teachers College Press, 2012. 5. Зимняя И.А. Ключевые компетенции – новая парадигма результата образования // Высшее образование сегодня. – 2023. – № 5. Proceedings of the 11th International Scientific Conference 64 2. Effective Methods for Developing Linguistic Competence Modern language pedagogy employs a variety of methods aimed at forming linguistic competence through meaningful practice and authentic communication. 2.1 Communicative Method The communicative method prioritizes the functional use of language. According to Richards and Rodgers (2001), its main goal is to create real communication in the classroom through pair work, group discussions, and problem-solving tasks. Learners are encouraged to use the target language in authentic contexts, which allows them to internalize grammatical and lexical structures naturally. This method shifts attention from rule memorization to fluency and meaningful expression. 2.2 Task-Based Learning Task-Based Learning (TBLT), described by Willis (1996) and Ellis (2003), focuses on completing realworld tasks that require active language use. Tasks such as planning, describing, or creating stimulate students’ linguistic and cognitive engagement. Through pre-task preparation, performance, and post-task reflection, learners develop both accuracy and communicative ability. This method aligns with constructivist principles, as students construct knowledge through experience. 2.3 Lexical Approach The lexical approach, proposed by Lewis (1993), views vocabulary as the central component of linguistic competence. Rather than focusing solely on grammar, it emphasizes learning collocations, fixed expressions, and lexical chunks. For instance, phrases like make a decision or as a result help learners produce natural and accurate speech. The approach encourages noticing and reusing language patterns from authentic materials, which enhances both comprehension and production skills. 2.4 Grammar in Context While modern methodologies promote communication, grammar remains a crucial element of linguistic competence. Harmer (2007) argues that grammar should not be taught in isolation but embedded in meaningful contexts. Teachers can introduce new structures through texts, dialogues, or situations, followed by guided practice and communicative application. Contextualized grammar teaching helps students understand not only the form but also the function and meaning of structures in real communication. 2.5 Integrated and CLIL Approaches Content and Language Integrated Learning (CLIL), developed by Coyle et al. (2010), combines subject learning with language development. Students learn content areas such as science or geography in English, which naturally broadens their vocabulary and improves their linguistic competence. CLIL promotes motivation and demonstrates the practical use of English beyond the classroom. When combined with communicative and task-based methods, it supports both academic and linguistic growth. 3. Pedagogical Implications To develop linguistic competence effectively, teachers should apply an integrated methodological approach that balances accuracy and fluency. Lessons should include various stages — input, controlled practice, and communicative output — to ensure gradual skill formation. The integration of authentic materials, multimedia resources, and interactive tasks increases engagement and contextual understanding. Assessment should also reflect the multidimensional nature of linguistic competence. Instead of focusing only on grammar tests, teachers can evaluate pronunciation, vocabulary use, and sentence formation through oral interviews, written reflections, and project presentations (Brown & Abeywickrama, 2010). Feedback should encourage self-correction and awareness of language form and meaning. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 65 Conclusion Developing linguistic competence among basic school students is a complex and multidimensional process that requires systematic methodological support. It involves not only the acquisition of grammar and vocabulary but also the ability to use them meaningfully in communication. The communicative, task-based, lexical, and CLIL approaches offer effective tools for achieving this goal. By combining these methods, teachers can create a learning environment that fosters both linguistic accuracy and communicative confidence. In Kazakhstan’s context, such an approach aligns with the national educational priorities and contributes to forming globally competent learners capable of using English as a means of interaction and learning. References  Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education.  Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.  Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.  Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.  Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.  Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.  Hymes, D. (1972). On Communicative Competence. Penguin.  Kunanbayeva, S. S. (2013). Competence-Based Model of Foreign Language Education. Almaty.  Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. Language Teaching Publications.  Piaget, J. (1970). Science of Education and the Psychology of the Child. Viking.  Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.  Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson.  Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.  Willis, J. (1996). A Framework for Task-Based Learning. Longman. Developing Linguistic Competence of Basic School Students Zhenisbay Saltanat Marsatkyzy student of Ablaikhan university,Almaty, KZ Syzdykova GAisha Nasirovna candidate of Pedagogical sciences, Professor Abstract The article examines the theoretical and methodological foundations for developing linguistic competence among basic school students in the context of modern foreign language education. The importance of linguistic competence as the structural basis of communicative ability is emphasized, alongside the role of effective teaching methods such as communicative, task-based, lexical, and integrated approaches. The study analyzes how these methods contribute to forming accurate and meaningful language use and proposes pedagogical strategies suitable for Kazakhstan’s competency-based educational standards. Proceedings of the 11th International Scientific Conference 66 Introduction In the modern educational environment, developing linguistic competence has become one of the most important objectives of teaching foreign languages. The ability to use language accurately and effectively is not only an educational outcome but also a key life skill that allows learners to communicate and participate in global society. As Hymes (1972) noted, linguistic competence represents the foundation of communicative competence — without it, learners cannot construct grammatically correct and contextually appropriate utterances. In Kazakhstan, the modernization of education has shifted the focus from rote memorization of linguistic forms to the functional use of language in communication. The State Educational Standards now emphasize the competency-based and communicative approaches, which require teachers to design lessons that develop both accuracy and fluency (Kunanbayeva, 2013). Therefore, understanding and applying effective methods for developing linguistic competence is an essential requirement for modern English language teaching in basic schools. 1. The Nature of Linguistic Competence The concept of linguistic competence was first introduced by Chomsky (1965), who described it as the internalized system of grammatical rules that enables speakers to produce and understand an infinite number of sentences. Later, this concept was expanded by Hymes (1972) and Canale and Swain (1980), who distinguished between linguistic, sociolinguistic, discourse, and strategic components of communicative competence. Linguistic competence includes phonological, lexical, morphological, and syntactic knowledge (Richards & Schmidt, 2010). For basic school students, this means mastering correct pronunciation, appropriate vocabulary use, sentence structure, and grammatical accuracy. The challenge for teachers lies in making this process engaging and communicatively relevant rather than mechanical or purely theoretical. Developing linguistic competence is especially crucial at the basic education level because it provides the foundation for all subsequent language learning. As Piaget (1970) and Vygotsky (1978) emphasized, cognitive and social interaction plays a vital role in language development. Thus, instruction must integrate both linguistic input and meaningful communication to ensure sustainable learning outcomes 2. Effective Methods for Developing Linguistic Competence Modern language pedagogy employs a variety of methods aimed at forming linguistic competence through meaningful practice and authentic communication. 2.1 Communicative Method The communicative method prioritizes the functional use of language. According to Richards and Rodgers (2001), its main goal is to create real communication in the classroom through pair work, group discussions, and problem-solving tasks. Learners are encouraged to use the target language in authentic contexts, which allows them to internalize grammatical and lexical structures naturally. This method shifts attention from rule memorization to fluency and meaningful expression. 2.2 Task-Based Learning Task-Based Learning (TBLT), described by Willis (1996) and Ellis (2003), focuses on completing realworld tasks that require active language use. Tasks such as planning, describing, or creating stimulate students’ linguistic and cognitive engagement. Through pre-task preparation, performance, and post-task reflection, learners develop both accuracy and communicative ability. This method aligns with constructivist principles, as students construct knowledge through experience. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 67 2.3 Lexical Approach The lexical approach, proposed by Lewis (1993), views vocabulary as the central component of linguistic competence. Rather than focusing solely on grammar, it emphasizes learning collocations, fixed expressions, and lexical chunks. For instance, phrases like make a decision or as a result help learners produce natural and accurate speech. The approach encourages noticing and reusing language patterns from authentic materials, which enhances both comprehension and production skills. 2.4 Grammar in Context While modern methodologies promote communication, grammar remains a crucial element of linguistic competence. Harmer (2007) argues that grammar should not be taught in isolation but embedded in meaningful contexts. Teachers can introduce new structures through texts, dialogues, or situations, followed by guided practice and communicative application. Contextualized grammar teaching helps students understand not only the form but also the function and meaning of structures in real communication. 2.5 Integrated and CLIL Approaches Content and Language Integrated Learning (CLIL), developed by Coyle et al. (2010), combines subject learning with language development. Students learn content areas such as science or geography in English, which naturally broadens their vocabulary and improves their linguistic competence. CLIL promotes motivation and demonstrates the practical use of English beyond the classroom. When combined with communicative and task-based methods, it supports both academic and linguistic growth. 3. Pedagogical Implications To develop linguistic competence effectively, teachers should apply an integrated methodological approach that balances accuracy and fluency. Lessons should include various stages — input, controlled practice, and communicative output — to ensure gradual skill formation. The integration of authentic materials, multimedia resources, and interactive tasks increases engagement and contextual understanding. Assessment should also reflect the multidimensional nature of linguistic competence. Instead of focusing only on grammar tests, teachers can evaluate pronunciation, vocabulary use, and sentence formation through oral interviews, written reflections, and project presentations (Brown & Abeywickrama, 2010). Feedback should encourage self-correction and awareness of language form and meaning. Conclusion Developing linguistic competence among basic school students is a complex and multidimensional process that requires systematic methodological support. It involves not only the acquisition of grammar and vocabulary but also the ability to use them meaningfully in communication. The communicative, task-based, lexical, and CLIL approaches offer effective tools for achieving this goal. By combining these methods, teachers can create a learning environment that fosters both linguistic accuracy and communicative confidence. In Kazakhstan’s context, such an approach aligns with the national educational priorities and contributes to forming globally competent learners capable of using English as a means of interaction and learning. References  Brown, H. D., & Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education.  Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.  Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. Proceedings of the 11th International Scientific Conference 68  Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.  Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.  Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.  Hymes, D. (1972). On Communicative Competence. Penguin.  Kunanbayeva, S. S. (2013). Competence-Based Model of Foreign Language Education. Almaty.  Lewis, M. (1993). The Lexical Approach: The State of ELT and a Way Forward. Language Teaching Publications.  Piaget, J. (1970). Science of Education and the Psychology of the Child. Viking.  Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.  Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Pearson.  Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.  Willis, J. (1996). A Framework for Task-Based Learning. Longman. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 69 IMPROVING WRITING AND SPEAKING SKILLS OF SECONDARY SCHOOL STUDENTS ON THE BASIS OF AUTHENTIC NEWS ARTICLES Talapova A.K. Master of Pedagogical sciences, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan Idayat Y.U. 4th year student, Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan ABSTRACT This arcle discusses ways, methods, and mechanisms for improving the wring and speaking skills of secondary school students based on authenc news arcles. The authenc material used is the children's news program BBC Newsround, which covers topics such as the environment, sports, scienﬁc research, culture, and educaon, using simpliﬁed English. This allows middle school students to learn new words, pronounce sentences correctly, and learn useful informaon in English in an interacve and understandable way. The study conducts an experiment with middle school students, analyzes and evaluates the results before and aer the experiment, describes the main problems of implemenng this method of teaching a foreign language, and develops recommendaons to eliminate exisng problems. The arcle concludes that the use of authenc informaon in the form of news arcles can improve the assimilaon of material and increase student engagement in the learning process. The study examines methods, mechanisms, techniques, and means of teaching English as a foreign language using authenc materials and analyzes the eﬀecveness of BBC Newsround news programs, allowing for a theorecal and praccal examinaon of the research topic. The study includes diagrams and stascs in tabular form, allowing the key points of the study to be viewed in an interacve and convenient format with easy-to-understand illustraons. It is worth menoning the descripon of the problems of integrang communicave approaches to teaching English using authenc materials, as a result of which, thanks to the analysis of exisng problems, it is possible to achieve a methodological soluon in various praccal situaons that arise in the process of teaching English to middle school students in educaonal instuons in non-English-speaking countries. Keywords: News arcles, BBC Newsound, Secondary school, wring instrucon, speech instrucon. INTRODUCTION Teaching English in non-English-speaking countries is a mandatory part of secondary educaon, as it allows the younger generaon of students to acquire useful English wring and speaking skills from an early age, which can later play a key role in their careers, place of residence, choice of partner, and overall existence. In general, it is important to understand that the mental Proceedings of the 11th International Scientific Conference 70 makeup of secondary school students, their behavioral characteriscs, and habits must be carefully taken into account when choosing methods for teaching English as a foreign language (EFL). Standard teaching methods are not suﬃcient for developing these skills due to the excessive standardizaon of the educaonal process without an individual approach to students. As a result, there is now an urgent need not only to modernize foreign language teaching methods, but also to include the use of authenc news arcles in the teaching process. Of course, representaves of the educaonal systems of non-English-speaking countries, in the form of depues, teachers at the legislave and educaonal levels are introducing new approaches to foreign language learning using communicave and task-based approaches in English language teaching with the aim of developing middle school students' skills in ﬂuent reading of English texts and improving the quality of pronunciaon and comprehension of the material. The authenc material used in this study is BBC Newsround, which is a children's version of BBC News, but with a more simpliﬁed language format, i.e., simple words and sentences are used so that even the youngest viewers can understand the informaon being broadcast. The program's materials include informaon using video images and audio accompaniment on various topics, such as the environment, science, sports, culture, and educaon. It is this selecon of content that ensures that teenagers are interested in watching this program. Every teenager has their own disncve characteriscs, worldview, hobbies, and interests, which is why BBC News is the most eﬀecve way to increase the interest of the majority of middle school students. The integraon of authenc materials not only improves the quality of the educaonal process, but also adapts the informaon to students who are learning English as a foreign language. Teenagers have the opportunity not only to obtain useful informaon on real topics, but also to solve pressing issues that aﬀect their lives and extracurricular acvies in one way or another. As a rule, the quality of the educaonal process is formed from two elements: learning during class and learning outside of class. While the former is mandatory, the laer can only be implemented if the teenager themselves wants it. Every teacher and parent strives to insll in their child a desire to learn a foreign language, and it is precisely the use of authenc materials that can enable signiﬁcant progress in this area. Authenc materials, such as BBC Newsround, correspond in their parameters to the principles of the communicave approach (Communicave Language Teaching - CLT), as a result of which mechanisms of communicaon and interacon using English in real learning situaons through the compleon of speciﬁc tasks appear in the educaonal process. Acvies such as summarizing, discussing, and rephrasing news texts allow middle school students to expand their vocabulary with each lesson, improve their dicon and pronunciaon, develop ﬂuency in speaking and wring, and improve their grammacal accuracy. Today, there is a huge amount of research devoted to the use of authenc materials. On the one hand, this is good because researchers can analyze each other's materials and use this to develop more sophiscated and accurate research that can be used in praccal teaching acvies. However, there is sll a signiﬁcant gap in the extensive study of the use of authenc materials in English language teaching, which lies in the lack of clarity on the use of simpliﬁed authenc resources, such as BBC Newsround and others. Thus, due to the relevance of this topic, the level of development among researchers, and the existence of problems requiring soluons, the aim of this study is to explore the potenal for using and integrang BBC Newsround into English lessons to achieve high results in speaking and wring in foreign English among middle school students. To achieve this goal, the following three research tasks will be considered and solved in this study: 1) to describe the methods, means, and tools for teaching English as a foreign language using authenc materials; 2) analyze and evaluate the eﬀecveness of BBC Newsround programs; «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 71 3) conduct an experiment with a focus group of middle school students, assessing their reading and speaking results before and aer the integraon of authenc materials in the form of BBC Newsround. It is worth menoning that the praccal and scienﬁc signiﬁcance of this study is due to the experiment itself, i.e., during the study, a sample of middle school students was selected who were taught materials in English classes using authenc programs. Using Google Forms, it was possible to record the results of teaching eﬀecveness and informaon percepon among middle school students using authenc materials in the form of tables, illustraons, and diagrams. As a result, the research results allow us to analyze the correlaon between preand post-test indicators, which, in turn, enables teachers in non-English-speaking countries to teach English to children in a more eﬀecve format and achieve higher indicators of informaon assimilaon, improved dicon, grammar, and pronunciaon in speech. It should also be noted that there are currently serious problems with the use of authenc materials. Although communicaon methods are quite eﬀecve in the context of teaching English, it is nevertheless necessary to understand that with each successive generaon of middle school students, behavioral habits, characteriscs, beliefs, and communicaon methods change. For example, if you use slang expressions, humor, and simpliﬁed teaching formats in a moderately entertaining way when communicang with middle school students, you can achieve higher results than if you simply teach according to a dry methodological guide. This study also examines and analyzes this as one of the key problems in foreign language teaching and provides soluons to these problems in the form of recommendaons. The recommendaons, in turn, are directly based on the results of the experiment in this study, which means that they also have high scienﬁc, praccal, and theorecal value. English has been taught in most countries around the world for more than a decade or two, and the methods and means of transming informaon are changing: arﬁcial intelligence, digital devices, interacve whiteboards, and projectors are beginning to be used. Students are starng to use laptops and tablets to record informaon on digital media and view it in a form that is convenient for them. For example, with the help of a smartphone, a student can study English while walking down the street, riding the bus or taxi, or at home while sing at a computer or laptop, and during breaks between games, watching TV series or movies. Achieving this result in a broader format is the most crucial aspect of teaching English, i.e., forming the concept that teenagers themselves want to learn English even outside the educaonal process. As a result, the overall goal of the study on a metaphysical level is to create comfortable condions during the learning process using interesng informaon and authenc materials so that middle school students develop an acve desire to learn English at inconvenient mes. This will also be recorded in the results of the study in the form of a survey of the parcipants in the experiment. It is also worth menoning that the issue of improving the wring and speaking skills of secondary school students based on authenc news arcles is also analyzed through the prism of teachers. In other words, this study also analyzes the problems that teachers encounter when implemenng communicaon approaches using authenc methods. The study describes the training and preparaon processes for teachers, as well as the methods and types of informaon delivery to them so that they can eﬀecvely opmize the foreign language learning process and increase the eﬀecveness of integrang authenc materials. If this issue is not addressed by teachers, the quality of informaon assimilaon by secondary school students will decline because teachers will not be able to able to convey informaon and conduct classes eﬀecvely. To this end, teachers themselves are also surveyed to determine whether they have correctly understood how to teach a foreign language using authenc methods. During the experiment, aer the students were surveyed, the teachers themselves were also surveyed, which also increases the praccal value of the research, since it touches on literally all pares involved in Proceedings of the 11th International Scientific Conference 72 the educaonal process, i.e., those who study and those who teach. It is worth menoning separately the sources of literature that were used in the wring process. They made it possible to describe the theorecal and methodological part of the study in a structured form, since, as menoned at the outset, this topic is of high theorecal and scienﬁc importance. It is examined by many researchers from diﬀerent angles, which, again, creates a comprehensive and mul- component structure of the study, touching on related areas, as well as those directly related to the use of authenc news arcles. LITERATURE REVIEW A growing number of researchers have emphasized the importance of authenc materials in language learning, nong their role in developing both wring and speaking skills (Mishan & Timmis, 2015; Setyowa & Sukmawan, 2021; Elmoisheer & Elsawy, 2022; Lukman et al., 2023). Authenc materials, created for real-life communicaon rather than for instruconal purposes, expose learners to natural language use, idiomac expressions, and real-world contexts (Sukmawan, Setyowa, & El-Sulukiyyah, 2020). By working with authenc input, students can pracce interpreng informaon, expressing opinions, and producing coherent wrien and spoken responses (Rahman, 2020). BBC Newsround represents an ideal example of authenc yet accessible material for young learners. Unlike standard BBC News, Newsround arcles are designed for readers aged 7-14, with simpliﬁed syntax and familiar vocabulary while retaining genuine content and journalisc style. Such texts introduce learners to diverse topicsenvironmental issues, science and technology, culture, sports, and educaon-making them valuable for building both linguisc competence and general knowledge (Rahimi & Zhang, 2021). When students engage with these materials through classroom discussions, wrien summaries, and role-plays, they not only acquire vocabulary and grammacal accuracy but also develop conﬁdence in expressing ideas orally and in wring. Elmoisheer and Elsawy (2022) demonstrated that reading and rewring authenc texts improve lexical range, cohesion, and wrien ﬂuency. Similarly, Lukman et al. (2023) found that authenc resources enhance both syntacc awareness and speaking conﬁdence. Setyowa and Sukmawan (2021) highlighted the necessity of teacher guidance and scaﬀolding-such as pre-teaching vocabulary, analyzing text structure, and modeling communicaon strategies-to ensure students can successfully transion from comprehension to producon. These principles apply equally to Newsround-based lessons, where authenc topics can serve as a springboard for interacve speaking tasks and structured wring exercises. At the same me, researchers note potenal challenges in using authenc materials with younger learners, including complex vocabulary and unfamiliar cultural references (El-Sulukiyyah & Aisyah, 2019). BBC Newsround eﬀecvely migates these challenges by providing linguiscally accessible and pedagogically suitable content. Therefore, the use of Newsround arcles can bridge the gap between authenc exposure and age-appropriate comprehension, supporng the development of both wrien and spoken English in a movang and meaningful way. While much research has focused on authenc materials at the terary level, relavely few studies have invesgated their role in secondary EFL classrooms. This study, therefore, seeks to contribute to this area by analyzing how BBC Newsround can be eﬀecvely used to enhance the wring and speaking competence of students aged 10-14 and by proposing praccal teaching strategies for language educators. All of the above-menoned foreign and domesc scienﬁc studies have inﬂuenced the wring and design of this study in one way or another, both in terms of theory and pracce, at least in terms of explaining terms, processes, and phenomena directly related to the use of authenc materials in teaching English. This helped not only in resolving controversial issues and discussing the results, but also in compiling comprehensive recommendaons for teachers on «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 73 teaching English using authenc materials for middle school students, which also increased the uniqueness of this study and contributed to the compilaon of accurate and proven results. METHODS Quantave indicators were used to analyze the results of this study. The purpose of reﬂecng stascal indicators was, as a rule, to show in quantave terms the progression of the scale of eﬀecveness of informaon assimilaon among middle school students, to assess teachers' awareness of the use of authenc materials in teaching English, and to correlate the indicators with each other, As a result, it was possible to adapt the methodology to the needs and tasks of students and teachers in order to increase the eﬀecveness of the educaonal process using authenc materials. The study targeted students in grades 4 to 8, aged 10 to 14, who study English as a foreign language in educaonal instuons. The research was based at Gymnasium No. 6, located in the former capital of Almaty in the Republic of Kazakhstan, with over 1,000 students. The researchers conducted a survey of 20 students aged 10 to 14 in grades 4 to 8 at this educaonal instuon, as well as the teachers who teach English. The main tool for data collecon was an online survey, which allowed us to collect responses from all parcipants and obtain accurate results. The survey was conducted using Google Forms. The survey consisted of an individual quesonnaire designed speciﬁcally for English teachers at the educaonal instuon as well as for students. The quesons were related to understanding terms and explanaons of authenc materials. Quantave data was collected, tested, and analyzed using Excel to determine the exact percentage of responses and summarize the responses of the study parcipants. Before conducng the survey, both middle school students and teachers were briefed explaining the reason for the survey, how many mes it would be conducted, and that they should answer the quesons honestly without using third-party applicaons, arﬁcial intelligence, the internet, etc., based solely on the knowledge, skills, and informaon they had acquired during consultaons with teachers and in the course of classes using authenc materials. As a result of explaining the technical regulaons, it was possible to achieve full parcipaon from all parcipants in the process, which also had a posive eﬀect on the quality and accuracy of the research and experiment results. The management of the educaonal instuon and the parents of middle school students aged ten to fourteen in grades four through eight were also noﬁed about this study in order to minimize the number of disputes, conﬂicts, and other negave situaons that could arise during an uncoordinated experiment. At the same me, in terms of the technical aspects of recording the research results, diagrams were also used, taken directly from Google Forms and constructed manually in the Oﬃce Word applicaon, which made it possible to structure all the informaon obtained into a coherent and understandable picture for the reader of this study, which also tesﬁes to its high praccal signiﬁcance. It should also be noted that the individual digital survey for teachers was compiled using OpenAI and DeepSeek arﬁcial intelligence, and informaon from authenc materials and BBC Newsround was entered into their registry, aer which a series of quesons was compiled, which were then rephrased and opmized using the resources and skills of researchers, which made it possible to signiﬁcantly opmize the process of surveying teachers. Table 1 shows stascal data on the number of parcipants in the experiment and their ages (see Table 1). Proceedings of the 11th International Scientific Conference 80 conducng retesng aer some me and checking knowledge retenon. The table shows the opinions of middle school students aer the experiment (see Table 10). Table 10. Opinion of the parcipants in the experiment at the end Queson number Selected answers 1 A B C D 75% (15) 15% (3) 5% (1) 5% (1) 2 A B C D 25% (5) 50% (10) 15% (3) 10% (2) 3 A B C D 60% (12) 20% (4) 10% (2) 10% (2) 4 A B C D 55% (11) 15% (3) 15% (3) 15% (3) 5 A B C D 60% (12) 15% (3) 15% (3) 10% (2) 6 A B C D 65% (13) 15% (3) 10% (2) 10% (2) 7 A B C D 50% (10) 15% (3) 20% (4) 15% (3) 8 A B C D 70% (14) 10% (2) 10% (2) 10% (2) Aer analyzing the data presented in Table 10, it becomes clear that there is a posive trend: 75% (15) of students are acvely interested in learning English, and 50% (10) watch BBC Newsround several mes a week. 60% (12) believe that pictures and videos help them learn the material, and 55% (11) note that the program makes lessons interesng. In terms of listening comprehension, 55% (11) easily understand the speech, and 65% (13) remember new words. Topics such as animals and nature are of interest to 50-60% (10-12), conﬁrming the relevance of the content. It is recommended to retain visual elements and acve vocabulary work using subtles and discussions to improve comprehension and retenon. DISCUSSION The results of the study show a fairly direct parallel in development. Indeed, aer the introducon of BBC Newsround into the English language learning process among the parcipants in the experiment, namely secondary school students, signiﬁcant changes took place. While the inial test results were rather disappoinng, aer two weeks of the experiment, when the teacher systemacally explained and interpreted the material, high levels of eﬀecveness in learning the material were achieved. Of course, it is important to understand that BBC Newsround should not be perceived as a magic mechanism capable of raising the quality of lessons to an incredible level. There is a suggeson that such a rapid improvement in performance is due, in parcular, to the individual qualies of the teachers who presented the informaon correctly. As a rule, it is not advisable to use only one teaching method; it is necessary to combine diﬀerent approaches and select material individually for each student. With the development of technology and arﬁcial intelligence, individualizing material is indeed becoming an extremely simple task. In this case, it is recommended to use neural networks and arﬁcial intelligence, such as Deepseek, Copilot, and ChatGpt. It is quite diﬃcult to talk about improving the quality of students' wrien and spoken language, since a program or television broadcast cannot be a «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 81 powerful smulus that will contribute to fundamental changes in a child's psychology, behavior, and desire to learn English. Nevertheless, it cannot be denied that quantave indicators have shown that aer watching BBC Newsround, children were able to answer most of the test quesons, increasing their scores several mes over, and also changed their opinion of the program. As a result, it can be concluded that the use of BBC Newsround educaonal programs in conjuncon with other foreign language teaching methods is an eﬀecve tool for improving the overall quality of educaon, as well as awareness and understanding of the material. The stascs in Table 6 show that the students' scores did not exceed the threshold value of 50%, i.e., the assimilaon and interpretaon of the material in the answers to the quesons was at a low level. Aer the integraon of the BBC Newsround educaonal television program, the results shied signiﬁcantly toward more posive dynamics. On average, out of 20 study parcipants, at least 12 answered 7 quesons correctly, as a result of which the minimum threshold percentage of correct answers changed from 10% (the lowest percentage of correct answers) to 60%, which can undoubtedly be called a success and a posive result of the study. It is worth menoning that the tesng of students was carried out in several stages, both the ﬁrst and ﬁnal tests, based on three tests, and a table with an average indicator of correct answers was formed. This made it possible to obtain veriﬁed results and prove the validity of using news programs in foreign language teaching. CONCLUSION The study showed that using authenc materials to teach English as a foreign language in secondary school can really boost kids' desire to learn. Stascs show signiﬁcant posive trends, indicang that the use of authenc materials and news arcles as a combined approach to teaching is currently an eﬀecve soluon. BBC Newsround is a truly useful program that allows young people for whom English is not their nave language to obtain valuable informaon and learn a foreign language more eﬀecvely in an understandable and convenient form, which is also a posive trend. However, as menoned earlier, when using authenc materials, it is sll necessary to pay aenon to the individualizaon of English lesson materials in order to increase the eﬀecveness of teaching. Even in the ﬁrst test, most parcipants responded that they only understand the material when it is explained by the teacher. As a result, it can be concluded that individualizaon will contribute to improving the quality of wring, speaking, and pronunciaon. At the same me, it is undoubtedly necessary to discuss separately the speciﬁc eﬀecveness of this method of teaching a foreign language using BBC Newsround news programs. According to Table 6 and Table 9, the maximum number of correct answers per queson in the ﬁrst test did not exceed 50%. In the ﬁnal test, students were able to shi the results in a more posive direcon, as a result of which the maximum number of correct answers to a given queson increased to 80%. A diﬀerence of 30% is signiﬁcant, especially when it comes to tested results that have been veriﬁed repeatedly, which again proves the direct, rather than indirect, eﬀecveness of using news materials and arcles in foreign language teaching. During the literature review and analysis, it was found that there are not enough studies on using authenc news arcles to improve wring and speaking skills. As a result, this study, with its theorecal, methodological, and praccal components, is of high praccal value for teachers, parents, and for improving the quality of educaon in the Republic of Kazakhstan in the ﬁeld of foreign language learning, such as English. General recommendaons for integrang authenc news arcles into the educaonal process and foreign language teaching are as follows: - individualizaon and personalized teaching and teacher parcipaon in the lives of students; -use Proceedings of the 11th International Scientific Conference 82 of digital technology devices (smartphones, laptops, tablets, projectors, interacve whiteboards, arﬁcial intelligence, etc.) in the direct use of authenc materials; -systemacally using authenc news arcles at least once a week in foreign language teaching (devong 1-2 lessons per week to this). The above recommendaons will eﬀecvely improve the quality of educaon and foreign language teaching among non-nave speakers. The study proved the eﬀecveness of this teaching method, as shown in Table 6 and Table 9. REFERENCES 1. Timmis I., Norton J., Buchanan H. Theory and pracce in materials development //The Routledge handbook of materials development for language teaching. – 2022. – С. 30-46. 2. Setyowa L., Sukmawan S., El-Sulukkiyah A. A. Learning from home during pandemic: A blended learning for reading to write acvity in EFL seng //JEES (Journal of English Educators Society). – 2021. – Т. 6. – №. 1. – С. 9-17. 3. Elmoisheer S. S., Elsawy H. E. A. Improving EFL Wring Skills via Reading of Authenc Materials: An Online Course //Eurasian Journal of Applied Linguiscs. – 2022. – Т. 8. – №. 2. – С. 66-76. 4. Lukman K. et al. Pengaruh Perputaran Persediaan, Perputaran Kas, Perputaran Piutang, dan Proﬁtabilitas Terhadap Harga Saham Perusahaan Agricultural Periode 2021–2023 //INVESTASI: Inovasi Jurnal Ekonomi dan Akuntansi. – 2025. – Т. 3. – №. 2. – С. 106-118. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 83 Economic Sciences Формирование корпоративной культуры предприятия: теоретический аспект Каримгазинов Ринат Каримгазинович Казахстанско-Британский Технический университет, Алматы, Казахстан Шубаров Жасулан Амангельдыевич Казахстанско-Британский Технический университет, Алматы, Казахстан Багисов Аслан Аязбиевич Казахстанско-Британский Технический университет, Алматы, Казахстан Культура в широком смысле означает объективные результаты деятельности людей (машины, конструкции, результаты познания, произведения искусства, морально-правовые нормы и т.д.). ), а также силы и способности человека (образование, навыки, уровень), на которых осуществляется действие. В частности, в области развития интеллекта, нравственного и эстетического развития, мировоззрения, способов и форм взаимоотношений между людьми). Корпоративная культура как составная часть культуры в целом отражает уровень развития предприятия, творческие силы и способности сотрудников, работающих на нем. Корпоративная культура — это система материальных и духовных ценностей, проявлений, характерных для конкретной корпорации, которые выражают ее индивидуальность и восприятие себя и других в социальной и материальной среде, проявляются в поведении, взаимодействии, взаимодействии с другими, восприятии себя и себя, окружающая среда Корпоративная культура является неотъемлемой частью любой компании, она существует независимо от желания менеджеров, поскольку она проявляется даже в обычных взаимодействиях сотрудников. Корпоративная культура или организационная культура — это совокупность взглядов и нравов сотрудников в процессе внутренней и внешней интеграции. Корпоративная культура — это сложный набор ценностей и инструментов, которые принимают все члены компании. В современном обществе культура организации является мощным инструментом формирования стратегии организации и позволяет всем отделам и каждому отдельному сотруднику ориентироваться на достижение общих целей и продуктивного взаимодействия. Понятие "корпоративная культура" состоит из двух слов: культура и корпорация. Культура - совокупность норм и ценностей, общих для всех членов организации. Корпорация — это сложный организм, в котором культура играет важную роль, является основой для формирования отношений между членами коллектива. В энциклопедическом словаре: Культура (лат. Ciiltura воспитание, воспитание, образование, развитие, культивирование) исторически определенный уровень творческих сил и способностей человека, проявляющийся в видах и формах организации жизни и быта людей. в деятельности, а также в материальных и духовных ценностях, которые они создают; понятие культура используется для описания определенных исторических эпох (древняя Proceedings of the 11th International Scientific Conference 84 культура), конкретных обществ, народов и наций (культура майя), а также конкретных сфер деятельности или жизни (трудовая, бытовая культура, художественная культура); в узком смысле сфера жизни людей, духовная. В связи с необходимостью новых подходов к менеджменту, крупному и среднему бизнесу в 80-х годах XX века в США была разработана концепция корпоративной культуры. В дальнейшем многие организации переняли эту практику, и корпоративная культура прочно вошла в порядок управления. Корпоративная культура — это система взаимодействующих духовных и материальных ценностей, отражающих индивидуальность и восприятие самой компании и окружающей среды, которая проявляется во взаимодействии, поведении и восприятии себя и персонала. окружающей среды. Есть и другие определения: корпоративная культура — это уникальная общая психология организации. Корпоративная культура — это уникальные характеристики организации, признаки, которые отличают ее от всех остальных в отрасли. Эдгар Шейн говорит, что корпоративная культура — это совокупность основных предположений, разработанных группой для решения проблем внешней адаптации и внутренней интеграции. Этот комплекс работает уже долгое время, и для подтверждения его жизнеспособности он был переведен и на новые органы. Искусственный интеллект. По мнению Кибанова, корпоративная культура — это совокупность важных правил, которые используются членами организации и проявляются в ценностях, которые провозглашает организация, дающие людям указания в их поведении и характере. Стеклова О.Е. Корпоративная культура является сложным организационным явлением, объединяющим экономические, производственные и социальные аспекты предпринимательства, а также демонстрирующим механизм реализации инновационного потенциала, основанный на мотивации. Василенко С.В. Корпоративная культура - это совокупность правил внутренней и внешней деятельности организации. Эти ценности проявляются различными способами в соответствии с целями деятельности. Различные способы определения этого понятия приведены в обобщенном виде, поэтому при проведении содержательного анализа можно определить наиболее распространенные понятия. Таким образом, во многих интерпретациях авторы ссылаются на основные модели поведения, которым придерживаются члены организации. В нынешних условиях руководство организаций заинтересовано в гибкости и инновациях в корпоративной культуре компании. Э.Шейн демонстрирует своеобразный подход к классификации уровней корпоративной культуры: артефактов, ценностей и основных убеждений. Артефакты являются организационными уровнями физической и социальной среды, которые являются видимыми и являются внешним проявлением корпоративной культуры. На этом уровне можно увидеть как неестественные продукты, так и технологии, и продукты цивилизации. Ценности промежуточный уровень, характеризующийся низким уровнем знания корпоративной культуры. На этом уровне происходит процесс трансформации ценностей через убеждения. Когда ценности становятся нормальными в организации, происходит процесс их превращения в представления, они переходят из сознания в сознание, и действия становятся автоматическими. Например, если компания плохо работает, скажем, продажи, менеджеры пытаются увеличить их с помощью рекламы, но только после того, как сотрудники используют это решение, это становится общепринятым убеждением для всех. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 85 Однако есть и ценности, которые объявлены на сознательном уровне без всякой проверки. Например, в уставе компании указано, что сотрудники являются главной ценностью в организации. Основные убеждения — это бессознательный уровень корпоративной культуры, который не видит и объединяет восприятие времени и пространства, человеческой природы, мира и отношений. В книге " Корпоративная культура как инструмент эффективного управления персоналом " Василенко С.В. различает два уровня корпоративной культуры: внутренний и внешний. Автор разделяет внутренний уровень на осознанный и необъективный. Уважаемый уровень сотрудников отражается в том, что они делают, говорят и делают. Этот уровень является отражением основных ценностей организации. Ценности на внутреннем объективном уровне являются наиболее важными. Эти ценности лежат в сознании сотрудников. Основные ценности для управления на внутреннем уровне могут иметь иной характер: 1) недоверие, выражающееся в полном контроле за действиями сотрудников, ограничении их свободы действий; 2) доверие между начальством и подчиненными, свобода в принятии решений, коллективная работа. Внешний уровень корпоративной культуры включает в себя культурные артефакты, а также видимые предметы и различные мероприятия: образ одежды; конкретные поведенческие установки людей в организации; местоположение офиса; корпоративные события. На всех уровнях существует связь между фундаментальными ценностями и системой взаимодействия организации. Основные ценности выражаются в визуальных образах: символы, лозунги, ритуалы, герои, легенды, события. Корпоративная культура возникает в структурных группах и укрепляется со временем. Обычно корпоративная культура возникает сама по себе и передается через индивидуальный образец. Харизматичные личности, неформальные лидеры, вносят большой вклад. Их нравы и привычки в организации объективно копируются другими сотрудниками фирмы. Итак, из всех элементов корпоративной культуры, которые мы уже определили, основными являются ценности. Они проявляются во всей организации, а также в ее политике и целях. Мировоззрения, идеи компании — все это касается ценностей организации. Они дают сотрудникам уверенность в том, что их деятельность в организации отвечает их личным потребностям и интересам, интересам коллектива, конкретного подразделения и корпорации в целом. Изучая тему корпоративной культуры, мысли председателя совета директоров Агентства стратегических событий Михаила Воронина, а также автора книги о создании и управлении корпоративной культурой в организации Завоевание сердец. Пусть сердца сотрудников, считает, что уровень лояльности сотрудников является важнейшим элементом корпоративной культуры, состоящей из определенного уважения к нескольким факторам организации, некоторые из которых должны использоваться чаще, а другие - в меньшей степени. Именно поэтому мы создали диаграмму, которую мы называем пирамидой лояльности, которая показывает основные составляющие корпоративной культуры в процентах, которые должны быть в организации. Корпоративная культура организации определяется сферой деятельности. Таким образом, финансовые организации формируют его более строго и конкретно, здесь стиль общения формален. Торговые организации формируют свою культуру различными Proceedings of the 11th International Scientific Conference 86 способами: она позволяет свободное, мало определенное, стиль общения, характер, где лидерство демократическое, социализм и энергия в таких компаниях приветствуются. В настоящее время Абрамова С.И., Костенчук И. выделяют 4 наиболее известных и используемых на практике классификатора. Первый критерий классификации в соответствии с степенью взаимного соответствия приоритетной иерархии ценностей, а также методами реализации: стабильность, характеризуется высокой степенью адекватности, четкими традициями и нормами нравственности; характеризуется нестабильностью, низким уровнем культурной адекватности, постоянными изменениями социального положения работников, отсутствием понятий о приемлемом и неприемлемом поведении на предприятии. Второй критерий классификации соответствует уровню иерархии ценностей внутри группы и индивидуальным ценностям сотрудников. Здесь интеграционная культура отличается высокой степенью соответствия и низкой дезинтеграционной культурой. Интегративная культура — это консенсус и организованность внутри группы, а культура разобщения — это отсутствие консенсуса, высокий уровень конфликта и разобщенности. Третий критерий классификации соответствует содержанию приоритетных ценностей в организации: личностно-ориентированная культура и функционально-ориентированная культура. Первая включает в себя такие ценности, как самореализация и саморазвитие людей, занимающихся трудовой деятельностью, вторая придерживается функционально установленных механизмов осуществления профессиональной трудовой деятельности и алгоритмов поведения сотрудника, основанных на его статусе. Четвертый критерий классификации, определенный учеными, зависит от того, как корпоративная культура влияет на деятельность предприятия и его показатели: положительная и отрицательная корпоративная культура. Многие исследователи склонны придерживаться таких форм корпоративной культуры, как праксеологическая, предпринимательская, патриархальная, бюрократическая. Некоторыми характеристиками являются совместная деятельность, масштаб общих ценностей, методы распределения ресурсов в организации, приоритетные виды лиц, механизм управления, форма собственности предприятия, роль менеджера, оценка результатов управления. Это позволяет нам оценить корпоративную культуру. Российские исследователи Радугин А.А. и Радугин К.А. В этом случае мы можем различать: культуру власти, культуру роли, культуру личности и культуру задания. Таким образом, можно сделать вывод, что только изменяя параметры культуры, можно вывести организацию на новый уровень. Но для того, чтобы внести необходимые изменения в этой сфере организации, менеджеру необходимо тщательно изучить все составляющие культуры своей организации, какие функции выполняет корпоративная культура и какие последствия ожидаются при изменении той или иной части организации, другой структурный элемент. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 87 АКТУАЛЬНЫЕ НАПРАВЛЕНИЯ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ УПРАВЛЕНИЯ ПРЕДПРИЯТИЕМ Карабаев Ерик Сейсенбекович Казахстанско-Британский Технический университет, Алматы, Казахстан В современных условиях рыночной экономики в основе успешной деятельности любой компании в нашей стране лежит повышение эффективности управления. Существует множество способов повышения эффективности менеджмента. Их объектами могут выступать руководитель, личные и профессиональные качества управленцев, элементы управленческой деятельности. Работа в области повышения эффективности управления организации может быть начата с любого ее элемента, т. е. с наиболее актуального для предприятия. Необходимо только учитывать взаимосвязь элементов системы управления друг с другом. Пути повышения эффективности управления предприятия условно делят на восемь групп: 1) совершенствование структуры управления предприятия направлено на ее максимальное упрощение, децентрализацию, распределение и определение полномочий сотрудников управления с учетом требований к квалификации и личным качествам; 2) разработка стратегии развития предприятия на основе анализа ее деятельности, оценки сильных и слабых сторон, выработка философии, концепции, миссии и политики предприятия; 3) разработка и внедрение информационной системы компании, которая должна обеспечивать эффективную коммуникационную связь между сотрудниками и подразделениями; 4) внедрение системы принятия и разработки управленческих решений, правил и процедур управления, систем стимулирования и мотивации; 5) разработка и внедрение системы непрерывного повышения квалификации сотрудников на основе обучения, переподготовки, развития инициативы, творчества; 6) разработка алгоритма, регламента или систем подбора, обучения, аттестации или оценки руководящего персонала компании, планирование карьеры руководителей, применение стиля руководства, адекватного внутренним и внешним факторам, воздействующим на организацию; 7) применение наиболее эффективных методов подбора персонала, его оценки, формирование работоспособного, совместимого состава работников, создание максимально благоприятного социально-психологического климата; 8) работа по созданию культуры организации, выработке совместных ценностей, признаваемых и одобряемых сотрудниками. Рассмотрим более детально некоторые из путей повышения эффективности менеджмента. В современных условиях для эффективности управленческого процесса необходимо, чтобы любой менеджер не только имел глубокие и разносторонние знания, но и отличался оперативностью и деловитостью, обладал чувством нового, постоянно проявлял инициативу. На развитие эффективности трудовой деятельности работника, в том числе и в сфере управления, можно воздействовать. Важным стимулом квалификационного роста руководящего работника и развития его инициативы является систематическое Proceedings of the 11th International Scientific Conference 88 продвижение по службе. Менеджер должен твердо знать, что вопрос о его продвижении подлежит обязательному периодическому рассмотрению. Однако это продвижение будет зависеть во многом от того, как он повышает деловую квалификацию, насколько активен в работе. Продвижение менеджеров может осуществляться в форме:  перемещения в рамках той же должностной категории и размеров заработной платы, но с расширением выполняемых функций;  повышения заработной платы без повышения в должности;  продвижения его по ступеням должностной лестницы. Росту эффективности менеджмента способствует система повышения квалификации с отрывом и без отрыва от производства. Повышение квалификации направлено на совершенствование и углубление знаний, умений и навыков работника в конкретном виде деятельности. Стимулирующая роль в повышении эффективности труда руководящих работников выполняет их периодическая аттестация. Основная цель аттестации – выявить, на что способен тот или иной работник, чего он заслуживает. Но при этом проявляется и ее вторая сторона. Чувство ответственности перед предстоящей аттестацией побуждает менеджера к более полному использованию своих способностей, к достижению лучших результатов в труде. Одним из наиболее важных путей повышения эффективности управления считается активная поддержка новаторства в организации. Создание и поддержка атмосферы творческого поиска – прямая задача руководителей компании. Факторами, поддерживающими новаторство, считают: предоставление необходимой свободы при разработке новшества, обеспечение новаторов необходимыми ресурсами и оборудованием, поддержка со стороны высшего руководства; ведение дискуссий по обмену идеями; поддержание эффективных коммуникаций с коллегами, другими подразделениями, вузами и внешними научными организациями; углубление взаимопонимания между работниками. Одним из наиболее действенных путей повышения эффективности управления является мотивация. Мотивация – стимулирование к деятельности, процесс побуждения себя и других к работе, воздействие на поведение человека для достижения личных, коллективных и общественных целей. Существует определенная система мотивов к труду. В нее входят мотивы: содержательности труда, его общественной полезности; статусные, связанные с общественным признанием плодотворности трудовой деятельности; получения материальных благ; ориентированные на определенную интенсивность работы. Одной из основных задач менеджера для повышения эффективности управления является определение мотивов деятельности каждого сотрудника и согласование этих мотивов с целями предприятия. Важную роль в обеспечении эффективного управления играет делегирование, которое означает поручение выполнения определенных задач подчиненным. Преимуществами делегирования являются: - высвобождение руководителя для выполнения наиболее важных работ; - расширение объема выполняемых организацией заданий; - развитие у подчиненных инициативности, умения и навыков, профессиональной компетенции; - расширение уровня принятия решений. Менеджеру следует помнить о том, что делегирование заданий и полномочий не освобождает е г о о т о т в е т с т в е н н о с т и . Делегирование – э т о н е с п о с о б «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 89 уйти от ответственности, а форма разделения управленческого труда, позволяющая повысить его эффективность. Эффективность или неэффективность управления в значительной степени определяется организационной структурой менеджмента на предприятии. От правильного выбора организационной структуры зависят быстрота и экономичность принятия решений, результативность выполнения поставленных руководством задач, а, следовательно, и общая эффективность менеджмента на предприятии. Для повышения эффективности управления предприятию можно внести какие-либо изменения в существующую структуру управления или полностью изменить ее. Организационная структура формируется, как правило, с учетом специфики и масштабов деятельности предприятия, количества рынков сбыта, размера управленческого штата и т. д. Процесс деления организации на отдельные блоки, связанные с организационным выделением и обособлением групп сложных работ, называют департаментизацией. В настоящее время существуют следующие виды организационных структур управления: 1) линейная департаментизация – характеризуется простотой, одномерностью связей (только вертикальные связи) и возможностью самоуправления; эффективна при выполнении организацией однотипных работ без дифференциации специалистов (например, в низовых производственных звеньях, семейном и малом бизнесе и т. д.); 2) функциональная департаментизация – процесс деления организации на отдельные элементы, каждый из которых имеет свою четко определенную задачу и обязанности. целесообразно использовать в организациях, выпускающих ограниченную номенклатуру продукции, действующих в стабильных внешних условиях; 3) департаментизация по продукту (продуктовая) – выделяются блоки, связанные с производством и реализацией какого-либо продукта; 4) по такому же принципу строится департаментизация по потребителю и по рынку: группирование работ осуществляется вокруг конечного потребителя или в отношении географических и отраслевых рынков производства и продаж (территориальные отделения крупной компании); 5) традиционная департаментизация основана на комбинации линейной и функциональной департаментизации; основой этой структуры являются линейные подразделения, осуществляющие в организации основную работу и обслуживающие их специализированные функциональные подразделения; 6) девизиональная организация – сочетание централизованного планирования наверху и децентрализованной деятельности производственных отделений; эффективна в условиях много продуктового производства или многонациональных компаниях с большой территориальной разобщенностью; 7) матричная организация комбинация функционального и продуктового подходов, где функциональная часть матрицы ответственна за обеспечение работы спецификациями, техническим руководством и т. д., а продуктовая – отвечает за выполнение работы, управление и оценку результатов, выполнение рабочих операций, достижение целей. Матричные организации создаются в том случае если стратегия создана с упором на получение высоких результатов по большому количеству проектов в области высоких технологий. Выбор оптимальной организационной структуры в значительной степени повышает эффективность менеджмента и результаты деятельности организации в целом. В деятельности предприятия существенную роль играют информационные системы, Proceedings of the 11th International Scientific Conference 96 инструктирования (целенаправленного действия) и мотивации (конкретизирует удельную ценность альтернатив выбора решений), оно передает коммуникативную установку, которая определяет «воздействие на адресата и его реакцию» [18, с.889], по сути, являясь как стандартные единицы знаний в системе планирования. Основная цель терминологической системы заключается в обеспечении единообразных и точных определений понятий и терминов, применяемых в стратегических планах и программах посредством - стандартных единиц задач - стандартных единиц заданий - как стандартные единицы знаний (в виде динамических структур, т.е. фреймов) для дальнейшей обработки и поддержки решений. В ней необходимо конкретизированная сущность важных понятий: «Стратегия представляет собой набор правил для достижения целей. Стратегическое планирование – это процесс принятия плановых решений, направленный на устранение узких мест и дисбалансов в ресурсных комплексах предприятия с учетом их фаз функционирования и жизненного цикла. Стратегическая организация – это процесс принятия организационных решений, направленный на объединение разрозненных элементов в систему, её совершенствование и достижение требуемого уровня информационно-аналитического обеспечения, а также перестройку управляющей структуры. Стратегическая координация – это процесс принятия координационных решений, направленный на согласование целей и интересов управляющих элементов в системе, пространстве и времени. Стратегический контроль – это процесс отслеживания принятия решений с использованием дескриптивной функции на основе фреймового представления знаний. Система управления промышленным предприятием – это комплекс взаимосвязанных и взаимодействующих обеспечивающих подсистем объекта и субъекта, направленный на планомерное достижение целей промышленного предприятия через предвидение проблемных ситуаций и их упорядоченное решение» [5]. Визуализация семантической сети проблемных областей помогает понять связи и зависимости между различными аспектами стратегического планирования, что позволяет органам и должностным лицам в сфере стратегического планирования проводить анализ и принимать более обоснованные решения. Подсистема целевого динамического нормирования предназначена для оценки рисков и адаптации стратегии. Она состоит из объектов, целевых установок, субъектов, методологии и документов стратегического планирования. Значимость каждого элемента в процессе планирования определяется их регулятивными функциями и аспектами. Достижение целей управления объектом осуществляется через выполнение функций управления субъектом (управляющей структурой, руководством, лицами, принимающими решения). Подсистема ситуационного управления и анализа эффективности инновационной деятельности дает возможность оценить результаты инновационных проектов и программ в дорожном строительстве, а уполномоченным органам и должностным лицам в области стратегического планирования требуется разрабатывать механизмы ситуационного управления для приспособления к изменяющимся условиям [19, с.117]. Подсистемы взаимодействия с информационными системами и геосистемами обеспечивают обмен данными и информацией с разнообразными партнерскими и внешними системами. Подсистемы администрирования, мониторинга и оценки результатов способствуют эффективному управлению и контролю за реализацией стратегических планов. В указанных подсистемах планирования, логико-лингвистическое и экономикоматематическое моделирование играют ключевую роль в автоматизации плановых расчетов и цифровизации плановых решений, предоставляя органам и должностным лицам «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 97 возможности для прогнозирования результатов стратегических планов и оценки их эффективности. При этом, подчеркнем, что автоматическая проверка гипотез плана, сценариев может и должна происходить на основе экспертных систем, сквозных технологий управления в цифровом формате и такой высокий уровень их прогнозируемости позволяет предсказывать будущие события и тенденции на основе анализа данных и статистических моделей. Кроме того, современные экспертные системы, например «Руководитель» [20, c. 26] могут использовать технологии искусственного интеллекта и машинного обучения для оптимизации процессов принятия плановых решений и управления рисками. Выводы Современные достижения компьютерных систем, интеграция интеллектуальных, интегрированных модулей в модели ситуационного управления, требуют пересмотра методической базы планирования и внедрения интеллектуального подхода в стратегическом управлении в целом на основе комплекса основных и обеспечивающих подсистем и механизмов [21, с.201]. Предлагаемые автором методические основы системы планирования на основе непрерывной актуализации данных, информации и знаний путем упорядоченной структуры функциональных и обеспечивающих подсистем обеспечивает качество планирования (синхронизацию плановых работ) в организациях дорожностроительной отрасли, а объединение знаний из различных областей на каждом уровне управления позволяет применять речевые логико-лингвистические модели в системах планирования, основанных на ситуационном управлении. Особое внимание в приведенных функциональных подсистемах уделяется адаптивным подходам к моделированию управленческих решений и проверке планов с учетом потенциала и потребностей участников процесса планирования, наличия современных научно-производственных отношений между субъектами и их цифровизации при многообразии форм межрегионального взаимодействия. Таким образом, системы стратегического планирования представляют собой комплекс взаимосвязанных компонентов (основных и обеспечивающих подсистем), объединённых информационно-логическими процессами для достижения стратегических целей и упорядоченного решения проблемных ситуаций с учетом особенностей дорожного строительства и актуального состояния задач промышленной политики. Для обеспечения безопасности и устойчивости организационных и координационных решений в планировании необходимо использовать динамический формат представления знаний. Эти системы формализуют знания о рисках и угрозах, способах их предотвращения и решения в виде агрегаций знаний, визуализируемых семантическими структурами (фреймами как динамических семантических структур стандартных единиц задач - стандартных единиц заданий - как стандартные единицы знаний). Источники: 1. Смирнова О. О. Основы стратегического планирования Российской Федерации. - Москва : ООО Издательский дом "Наука", 2013. – 302 c. 2. Абалкин Л. И., Адамеску А. А., Алексеевская Г. А., Белик Ю. А.. Борисов Е.Ф., Киперман Г. Я. Краткий экономический словарь. / словарь. - Москва: Политиздат, 1987. – 399 c. 3. Ленчук Е. Б. Стратегическое планирование в России: проблемы и пути решения // Инновации. – 2020. – № 2(256). – c. 24-28. – doi: 10.26310/2071-3010.2020.256.2.003. Proceedings of the 11th International Scientific Conference 98 4. Поспелов Д. А. Ситуационное управление: теория и практика. / монография. - Москва: Наука, 1986. – 288 c. 5. Уёмов А. И. Системный подход и общая теория систем. / монография. - Москва: Издательство «Мысль», 1978. – 272 c. 6. Кукор Б. Л., Клименков Г. В. Адаптивное управление промышленным комплексом региона: теория, методология, практика. / монография / Б. Л. Кукор, Г. В. Клименков; Российская академия наук, Федеральное государственное бюджетное образовательное учреждение высшего образования, Уральское отделение, Институт экономики, Министерство образования и науки Российской Федерации, Федеральное государственное бюджетное образовательное учреждение высшего образования «Санкт–Петербургский государственный экономический университет». - Екатеринбург : Институт экономики Уральского отделения РАН, 2017. – 305 c. 7. Карлик А., Платонов В. Аналитическая структура ресурсно-ориентированного подхода // Проблемы теории и практики управления. – 2013. – № 6. – c. 26-37. 8. Яковлева Е.А., Толочко И.А. Инструменты и методы цифровой трансформации // Вопросы инновационной экономики. – 2021. – № 2. – c. 415-430. – doi: 10.18334/vinec.11.2.112016. 9. Путин В. В. Стратегическое планирование воспроизводства минерально-сырьевой базы региона в условиях формирования рыночных отношений (Санкт-Петербург и Ленингр. обл.). / специальность 8.00.05 "Экономика и управление народным хозяйством" : диссертация на соискание ученой степени кандидата экономических наук / Путин Владимир Владимирович. - Санкт-Петербург, 1997. – 218 c. 10. Виноградов А. Н., Власова Н. А., Куршев Е. П., Подобряев А. В. Современные технологии обработки естественного языка в задачах стратегического управления // Технологическая перспектива в рамках Евразийского пространства: новые рынки и точки экономического роста: материалы 4-ой Международной научной конференции, Санкт-Петербург, 13–15 декабря 2018 года / Под редакцией О.Н. Кораблевой, М. И. Барабановой, Е. А. Ветровой, [и др.]. – Санкт-Петербург: Центр научно-информационных технологий «Астерион». СанктПетербург, 2018. – c. 461-467. 11. Игнатьев М. Б., Карлик А. Е., Кукор Б. Л., Платонов В. В., Яковлева Е. А. Рискоориентированная технология информационного обеспечения в условиях цифровой экономики: управление рисками в электроэнергетике // Экономические науки. – 2018. – № 161. – c. 21-29. 12. Шабес В. Я. Событие и текст. / монография. - Москва: Высшая школа, 1989. – 175 c. 13. Кукор Б. Л., Куршев Е. П., Виноградов А. Н. Разработка динамического когнитивного сценария функционирования предприятия и производственных комплексов в процессе управления экономикой // Стратегическое планирование и развитие предприятий: материалы ХХI Всероссийского симпозиума, Москва, 10–11 ноября 2020 года / Центральный экономико-математический институт Российская академия наук. – Москва: Центральный экономико-математический институт РАН. Москва, 2020. – c. 98-101. 14. Рохчин В. Е. Вопросы методологии формирования системы стратегического планирования развития городов России // Пространственная экономика. – 2005. – № 1. – c. 103–116. 15. Райхерт К. В. О соотношении понятий параметрическая общая теория систем, системно– параметрическая методология и системно–параметрический метод // Сборник научных трудов SWorld. – 2014. – № 2. – c. 12–21. 16. Яковлева Е.А., Толочко И.А., Киселева М.М., Попов И.В. Семантический подход и логиколингвистическое моделирование в процессе управления рисками на предприятии // Экономика, предпринимательство и право. – 2021. – № 7. – c. 1809-1826. – doi: 10.18334/epp.11.7.112352. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 99 17. Сыроежин И. М. Планомерность. Планирование. План. / монография. - Москва: Экономика, 1986. – 247 c. 18. Зубарев С. Н. Стратегическое планирование развития строительного предприятия в рамках речевой коммуникации акторов сетевого общества // Когнитивные исследования языка. – 2015. – № 22. – c. 888-890. 19. Мелешин К. Ю. Методика организации комплексного мониторинга угроз экономической безопасности социально-экономических систем в рамках механизма адаптивного управления // Известия Санкт-Петербургского университета экономики и финансов. – 2012. – № 1(73). – c. 115a-118. 20. Клименков Г. В., Кукор Б. Л., Пыткин А. Н. Экспертные системы и системы ситуационного управления на базе логико-лингвистических моделей // Вестник Пермского научного центра УрО РАН. – 2010. – № 2. – c. 26-37. – doi: PYLWQV. 21. Яковлева Е. А., Виноградов А. Н., Катермина Т. С. Инструменты системного анализа в управлении сложными динамическими объектами // Системный анализ в проектировании и управлении: Сборник научных трудов XXVI Международной научно-практической конференции. В 3-х частях, Санкт-Петербург, 13–14 октября 2022 года. – Санкт-Петербург: ПОЛИТЕХ-ПРЕСС, Федеральное государственное автономное образовательное учреждение высшего образования "Санкт-Петербургский политехнический университет Петра Великого". Санкт-Петербург, 2023. – c. 193-205. Proceedings of the 11th International Scientific Conference 100 Современные подходы к формированию системы развития персонала Сәулет Темірұлан Қанатұлы Казахстанско-Британский технический университет, Казахстан, Алматы Бакбергенов Алибек Женисович Казахстанско-Британский технический университет, Казахстан, Алматы Митрофанов Николай Валерьевич Казахстанско-Британский технический университет, Казахстан, Алматы В условиях ускоренной цифровизации, глобализации и трансформации форм занятости концепция развития персонала приобрела новое содержание и масштабы. Современные подходы к формированию систем развития персонала опираются на стратегическое мышление, гибкость, непрерывность, персонализацию и цифровые инструменты. В данном литературном обзоре систематизированы наиболее значимые теоретические и практико-ориентированные подходы, нашедшие отражение в трудах отечественных и зарубежных исследователей [14]. Современные исследователи подчёркивают, что система развития персонала должна быть неотъемлемой частью стратегии компании. Многими исследователями подчёркивается, что развитие должно строиться с учётом долгосрочных целей бизнеса, обеспечивая соответствие между организационными приоритетами и кадровыми возможностями. Такой подход предполагает активную интеграцию HR-политики с корпоративной стратегией, в том числе на уровне показателей эффективности [15]. Более того, авторы акцентируют внимание на необходимости выстраивания вертикали целей: от стратегических задач до индивидуальных планов развития сотрудников. Это позволяет не только выровнять мотивацию персонала с целями организации, но и формировать устойчивую культуру профессионального роста [16]. Современные подходы к развитию персонала формируются под влиянием множества факторов, таких как цифровизации экономики, усиления конкуренции за таланты, глобализации и быстрого устаревания знаний. Компании стремятся выстроить такие системы обучения и развития, которые были бы не только эффективными с точки зрения освоения новых компетенций, но и гибкими, персонализированными и тесно интегрированными с бизнес-целями. Основные современные подходы к развитию персонала включают компетентностный и личностно-ориентированный, интерактивные и практико-ориентированные методы обучения, использование цифровых технологий, интеграцию развития с управлением эффективностью, и другие [17]. Компетентностный подход основывается на идее, что каждое рабочее место требует набора специфических компетенций, то есть знаний, умений, навыков и поведенческих характеристик, которые необходимы для эффективного выполнения задач (График 3). Этот подход получил широкое распространение с конца XX века, когда компании стали разрабатывать модели компетенций для различных уровней должностей. Компетенции делятся на ключевые (универсальные), управленческие и профессиональные. Преимущество данного подхода включает возможность выстраивания логики развития на основе разрывов между текущим уровнем компетенций сотрудника и требуемым. Компании разрабатывают индивидуальные планы развития, основанные на оценке компетенций «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 101 (ассессмент-центры, 360-градусная обратная связь и др.). В BI Group такая модель может быть реализована в рамках карьерных треков, где продвижение по иерархии сопровождается ростом уровня ключевых и профессиональных компетенций [18]. График 3. Компетентностный подход к развитию персонала [18]. Личностно-ориентированный подход акцентирует внимание на индивидуальных особенностях сотрудников, то есть их ценностях, мотивах, стилях обучения и профессиональных амбициях. Он предполагает персонализацию развития, гибкость в выборе форматов обучения и адаптацию программ под потребности конкретного человека [19]. Теория самоопределения (Self-Determination Theory, SDT) была разработана американскими психологами Эдвардом Л. Деси и Ричардом М. Райаном в 1985 году. Основной тезис теории заключается в том, что наилучшее обучение, развитие и функционирование личности происходят в тех условиях, где преобладает внутренняя мотивация. Внутренняя мотивация возникает тогда, когда деятельность воспринимается человеком как значимая, интересная и соответствующая его внутренним убеждениям, а не как результат внешнего давления, вознаграждения или наказания [20]. Центральным элементом теории является утверждение, что для оптимального развития личности необходимо удовлетворение трёх базовых психологических потребностей: автономии, компетентности и принадлежности. Потребность в автономии означает стремление человека к контролю над своей жизнью, возможности выбора и реализации собственных решений. Потребность в компетентности выражается в стремлении чувствовать себя способным, эффективно справляться с поставленными задачами и достигать успеха. Потребность в принадлежности (или связанности) проявляется в стремлении быть принятым, связанным с другими людьми и чувствовать поддержку со стороны значимых социальных групп. В условиях, где эти потребности удовлетворяются, у человека формируется устойчивый интерес к обучению, высокий уровень вовлечённости и внутренняя мотивация. Напротив, когда внешние факторы (например, авторитарный стиль руководства, жёсткие регламенты, система наказаний) подавляют автономию или создают ощущение некомпетентности, это приводит к снижению мотивации, выученной беспомощности и выгоранию. В образовательных и организационных контекстах теория самоопределения получила широкое применение. Компании и образовательные учреждения, ориентированные на развитие сотрудников или учащихся, создают условия для выбора и самоуправления, предоставляют конструктивную обратную связь и поддерживают благоприятный психологический климат. Таким образом, теория Деси и Райана подчёркивает, что развитие и обучение наиболее эффективно в тех условиях, где человек Рабоче е место Необходимые компетенции (ключевые, управленческие, профессиональн ые) Оценка компетенций (ассессментцентр, 360градусная обратная связь, само-оценка) Индивидуальный план развития Карьерны е треки (рост по иерархии и компетенциям) Proceedings of the 11th International Scientific Conference 102 ощущает свободу, поддержку и признание, а сам процесс воспринимается как возможность для самореализации и роста. Компании, применяющие этот подход, проводят диагностику мотивационных профилей сотрудников, разрабатывают индивидуальные планы развития, коучингпрограммы и карьерные консультации. Внедрение личностно-ориентированного подхода позволяет повысить вовлечённость и удержание персонала, а также содействует построению культуры доверия и развития [20]. Интерактивные и практико-ориентированные методы обучения включают современные системы развития, которые отходят от традиционных лекционных форматов в пользу активных методов. Кейс-стади, симуляции, деловые игры, проектное обучение, action learning — все эти методы направлены на развитие навыков через практическую деятельность и рефлексию. Они позволяют лучше закреплять знания, развивать критическое мышление, командную работу и адаптацию к нестандартным ситуациям. В рамках проектного обучения участники решают реальные задачи компании, что позволяет объединить процесс развития с бизнес-целями. BI Group может применять данные методы при подготовке менеджеров проектов, руководителей направлений и инженернотехнического персонала, включая кейсы из строительной практики [21]. Цифровизация коренным образом меняет парадигму развития персонала. В фокусе данной парадигмы находятся доступность, гибкость, персонализация и масштабируемость. Компании внедряют Learning Management Systems (LMS), платформы корпоративного обучения, мобильные приложения, видеокурсы и адаптивные цифровые модули, формируя единую цифровую экосистему [22]. E-learning позволяет сотрудникам самостоятельно выбирать время и темп обучения, отслеживать прогресс и возвращаться к материалам при необходимости. Развитие микролёрнинга (коротких образовательных модулей) и обучающих видеоформатов делает процесс обучения удобным и непрерывным. BI Group может использовать цифровые платформы для обучения инженерных специалистов, административного персонала и молодых сотрудников в формате blended learning (смешанного обучения) [23]. Применение технологий искусственного интеллекта и аналитики big data позволяет создавать персонализированные обучающие маршруты, рекомендовать контент и анализировать результаты в реальном времени. Интеграция с HR-системами помогает связывать развитие с карьерным ростом и бизнес-результатами [24]. Современные компании всё чаще интегрируют систему развития персонала с системой оценки эффективности (performance management). Это означает, что цели развития увязываются с показателями KPI, результатами оценки компетенций и потребностями бизнеса. Такая интеграция позволяет превратить обучение из абстрактной задачи в инструмент достижения конкретных бизнес-результатов. Например, если отдел продаж показывает снижение эффективности, могут быть запущены краткосрочные программы обучения по переговорам, работе с возражениями или CRM. После прохождения курса оцениваются не только знания сотрудников, но и фактическое изменение в бизнесрезультатах: рост выручки, конверсии, снижение текучести клиентов [25]. Кроме того, компании внедряют «культуру обратной связи», основанной на регулярной практике давать обратную связь по результатам обучения и работе, что усиливает связь между обучением и повседневной деятельностью. Таким образом, современные подходы к развитию персонала предполагают переход от единообразных программ к адаптивным, гибким и ориентированным на конкретного сотрудника решениям. Использование компетентностных моделей, активных методов, цифровых инструментов и связи с бизнес-целями формирует устойчивую и стратегически значимую систему развития «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 103 человеческого капитала, которая особенно актуальна для динамичных отраслей, таких как строительство [26]. Также, многие авторы подчёркивают необходимость учёта индивидуальных особенностей обучающихся. Современные системы развития персонала всё чаще отходят от универсальных программ в пользу персонализированных планов обучения. Использование Learning Management Systems (LMS), искусственного интеллекта и big data позволяет строить индивидуальные траектории обучения, адаптированные под потребности и стиль обучения конкретного сотрудника [27]. По мере развития технологий трансформируются формы, методы и инструменты обучения. Например, более эффективные компании переходят от традиционных форм обучения к цифровым экосистемам: виртуальным академиям, симуляциям, онлайнплатформам и мобильным приложениям. Концепция Digital Learning включает в себя использование следующих практик: корпоративных LMS; e-learning курсов и модулей; микролёрнинга; адаптивных курсов с ИИ; цифровой аналитики для оценки прогресса. Это позволяет не только расширить доступ к обучению, но и снизить затраты, обеспечить гибкость и повысить вовлечённость сотрудников [28]. В современной HR-практике особое внимание уделяется таким форматам, как коучинг, менторство и peer learning, которые повышают эффективность этих методов как в развитии лидерских компетенций, так и в повышении личной ответственности сотрудников за собственное развитие. Также, рассматривается развитие персонала в тесной связи с управлением талантами. Создание индивидуальных карьерных треков, систем преемственности и программ удержания позволяет не только формировать кадровый резерв, но и снижать уровень текучести [29]. Компании, уделяющие внимание карьерному развитию, демонстрируют более высокие показатели вовлеченности, инновационности и устойчивости. Это особенно важно в контексте строительной отрасли, где квалифицированные кадры – это дефицитный ресурс [30]. В целом, современные подходы к формированию системы развития персонала отражают переход от административного к стратегическому управлению человеческими ресурсами. Они строятся на интеграции технологий, ориентации на человека, гибкости, непрерывности и измеримости. Эти принципы находят широкое применение в компаниях, стремящихся к лидерству в условиях VUCA-среды (Volatility - изменчивость, Uncertaintyнеопределенность, Complexity - сложность, Ambiguity - двусмысленность) [31]. Список использованной литератуы: Андреева Т.Е., Минаева Т.В. (2020). HR-практики: лучшие российские и зарубежные подходы. Санкт-Петербург: Питер. Плахотник В.В. (2020). Технологии обучения персонала в условиях цифровой трансформации. Тренды HR, №6, 17–22. Борисов В.А. (2023). Аналитика HR-процессов: как оценивать обучение и вовлечённость. HRинструменты, №2, 26–30. Гончарова Н.И. (2020). Оценка эффективности корпоративного обучения на производстве. Управление персоналом, №6, 45–52. Минков Ю.А. (2021). Организация корпоративного обучения в крупных производственных компаниях. Управление знаниями, №4, 55–61. Базаров Т.Ю. (2022). Психология управления персоналом. Москва: Аспект Пресс. Алексеев А.А. (2022). Оценка эффективности образовательных программ в крупных компаниях. Менеджмент и кадры, №3, 45–49. Proceedings of the 11th International Scientific Conference 104 Дьякова С.Н. (2021). Формирование индивидуальных траекторий обучения персонала: опыт проектных организаций. Менеджмент персонала, №7, 40–46. Чуманова О.В. (2020). Цифровые платформы в управлении обучением персонала. Электронный научный журнал "Образование и наука", №6, 34–39. Нацеленко Л.Г. (2021). HR-аналитика в управлении обучением персонала. Менеджмент сегодня, №5, 67–72. Герчикова, И. Н. (2021). Менеджмент: учебник. – М.: Юнити-Дана. Базаров, Т. Ю., Еремина, Б. Л. (2020). Обучение и развитие персонала: технологии и практика. – М.: Дашков и К. Бурматов, А. И. (2018). Развитие персонала: теория и практика. – СПб.: Питер. Чалмерс, Д. (2020). Обучение взрослых: теории, модели, практика. – СПб.: Речь. Мартынов, В. Г. (2018). Оценка и развитие компетенций персонала. – М.: Юрайт. Спенсер, Л., Спенсер, С. (2005). Компетенции на работе. Модели максимальной эффективности. – СПб.: Питер. Гусев, С. Н. (2021). Корпоративное обучение в условиях цифровизации. – М.: РАГС. Евсикова М.Ю. (2021). Компетентностный подход к обучению персонала. Практика управления, №8, 64–68. Алиев Ж.К., Муратова А.Н. (2023). Развитие компетенций персонала в условиях цифровизации строительной отрасли РК. Вестник инноваций, №1(28), 132–139. Деси, Э., Райан, Р. (2022). Внутренняя мотивация и самоопределение в человеческом поведении. – М.: Институт психологии РАН. Андреева, Г. М. (2020). Социальная психология. – М.: Аспект Пресс. Ахметов К.Н., Исабаева А.С. (2021). Современные подходы к развитию персонала в строительных компаниях Казахстана. Алматы: Экономика. Бекенов С.А. (2019). Анализ эффективности системы корпоративного обучения в строительных холдингах Республики Казахстан. Управление и экономика, №3, 112–117. Лебедев, О. Е. (2020). Цифровые технологии в образовании взрослых. – М.: Академия. Кибанов, А. Я. (2019). Управление персоналом. Новые подходы. – М.: ИНФРА-М. Садыкова Ж.М. (2023). Оценка влияния обучения на производственные показатели строительных предприятий. Вестник КазНАУ, №3, 140–145. Веснин, В. Р. (2020). Менеджмент персонала. – М.: Проспект. Бурматов, А. И. (2018). Развитие персонала: теория и практика. – СПб.: Питер. Хейзел, Б. (2021). Гибкое обучение: как развивать навыки в быстро меняющемся мире. – М.: Эксмо. Дюсембаев К.Ш., Шин А.К. (2022). Цифровизация и обучение персонала в компаниях строительной отрасли Казахстана. Алматы: Экономика. Белл, Р. (2020). Agile Learning. Современные практики непрерывного обучения. – М.: Альпина Паблишер. Голдсмит, М. (2019). Триггеры. Формирование поведения, которое приводит к успеху. – М.: Альпина Паблишер. Коттер, Дж. П. (2019). Лидерство и изменения. – М.: Альпина Паблишер. Макин, Д. (2016). Управление обучением в компаниях: стратегии, инструменты, методы. – М.: Омега-Л. Питер Сенге (2017). Пятая дисциплина. Искусство и практика самообучающейся организации. – М.: Олимп-Бизнес. Адэр, Дж. (2020). Обучение и развитие лидеров. – М.: Эксмо. Розенберг, М. (2020). Обучение без границ. Корпоративное e-learning-обучение. – М.: Альпина Паблишер. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 105 Меггинсон, Д., Клакстон, Дж. (2018). Наставничество и коучинг. Как развивать ключевые компетенции сотрудников. – М.: Дело. Ахметова, А. Е. (2022). Развитие системы корпоративного обучения в казахстанских компаниях. // Вестник КазНУ. Серия: Экономика, №4. Исабекова, А. А. (2021). Особенности развития персонала в условиях цифровизации: казахстанский опыт. // HR-менеджмент в XXI веке, №2. Нурмагамбетова, Д. К. (2020). Оценка эффективности программ обучения в корпоративных университетах Казахстана. // Труды ЕНУ им. Л. Н. Гумилева. Ашимбаева, Л. Н. (2019). Подходы к обучению персонала в крупных строительных компаниях Казахстана. // Управление человеческими ресурсами в Казахстане, №3. Таубаева, Ш. Т. (2022). Инновационные формы обучения персонала в нефтегазовом секторе Казахстана. // Казахстанский журнал экономики и менеджмента, №1. Proceedings of the 11th International Scientific Conference 112 ОЦЕНКА ЭКОНОМИЧЕСКОЙ ЭФФЕКТИВНОСТИ И СОЦИАЛЬНОГО ВОЗДЕЙСТВИЯ ПРОЕКТОВ УМНОГО ГОРОДА: АДАПТАЦИЯ МЕТОДОВ ПРОЕКТНОГО УПРАВЛЕНИЯ ДЛЯ ЦЕЛЕЙ УСТОЙЧИВОГО РАЗВИТИЯ Анапин Ж.Ж. Магистрант группы МН ГМУ-24, КУТИ им. Ш.Есенова, Республика Казахстан, г.Актау Пернебекқызы Н. и.о. ассоциированного профессора кафедры «Менеджмент», доктор PhD, КУТИ им. Ш.Есенова, Республика Казахстан, г.Актау Аннотация. В статье исследуются проблемы оценки эффективности проектов в сфере создания «умных городов» в Республике Казахстан. Авторы доказывают, что традиционные методы оценки, фокусирующиеся на бюджетной и технологической эффективности, являются недостаточными для комплексного измерения вклада таких проектов в устойчивое развитие. Цель исследования – разработать концептуальные подходы к адаптации системы проектного управления на государственном уровне для интеграции критериев социального воздействия и экологической устойчивости в оценку проектов «умного города». На основе анализа научной литературы, нормативно-правовой базы РК и международного опыта выявлены системные проблемы, такие как кадровый дефицит и ориентация на краткосрочные результаты. В результате предложена комплексная система ключевых показателей эффективности (KPI), сочетающая традиционные экономические метрики с параметрами, отражающими социальное благополучие, качество городской среды и эффективность управления ресурсами, а также модель проектного офиса, ответственного за мониторинг достижения целей устойчивого развития. Ключевые слова: проектное управление, умный город, устойчивое развитие, экономическая эффективность, социальное воздействие, оценка проектов, государственное управление, Казахстан. Введение Активное внедрение проектного управления в систему государственного планирования Республики Казахстан, регламентированное такими документами, как Постановление Правительства РК № 358 «Об утверждении Правил осуществления проектного управления» [1] и Национальный стандарт СТ РК ISO 21500-2014 [2], создало институциональную основу для реализации масштабных национальных проектов, включая инициативы в области «умных городов». Однако, как справедливо отмечают Грядунова А.В., Крюкова О.А., Леонова О.В., применение проектного менеджмента в госуправлении сопряжено с проблемами, главная из которых – сохранение бюрократической логики в ущерб проектной гибкости и ориентации на результат [3, с. 205]. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 113 Особую остроту эта проблема приобретает в контексте проектов «умного города», которые по своей сути являются междисциплинарными и направлены не только на технологическую модернизацию, но и на достижение целей устойчивого развития, повышение качества жизни горожан и обеспечение инклюзивного экономического роста. Как подчеркивает Brunet M., эффективное управление крупными публичными инфраструктурными проектами требует многоуровневой системы управления (governance), учитывающей интересы всех стейкхолдеров [4 - 8]. В настоящее же время, как показывает анализ практики, оценка таких проектов часто сводится к показателям освоения бюджета, количества установленных датчиков или развернутых IT-систем, что не отражает их реального социально-экономического эффекта. Данное противоречие определяет актуальность настоящего исследования. Цель статьи – разработать научно-обоснованные предложения по адаптации методов и инструментов проектного управления для комплексной оценки экономической эффективности и социального воздействия проектов «умного города» в рамках парадигмы устойчивого развития. Методы исследования: системный анализ, сравнительно-сопоставительный анализ нормативно-правовых актов и научной литературы, моделирование. Основная часть 1. Системные проблемы проектного управления в оценке проектов «умного города» Несмотря на созданную в Казахстане продуманную и современную нормативную базу, включающую Систему государственного планирования [9] и перечень национальных проектов [10], на практике сохраняется ряд барьеров, препятствующих эффективной оценке комплексных проектов. Кадровый аспект. Тухватуллина М.А. указывает на недостаточную компетентность государственных служащих в области проектного управления, что особенно критично для оценки сложных, многофакторных проектов [11]. Отсутствие у сотрудников навыков работы с данными (data literacy) и понимания принципов устойчивого развития приводит к тому, что оценка сводится к формальному контролю знакомых финансово-административных показателей. Декларативность стратегического планирования. Морозов С.И. и Смирнов Е.Б. отмечают разрыв между стратегическими целями и тактическими проектами [12]. Национальные проекты, в том числе в сфере цифровизации, зачастую не имеют четко прописанных целевых показателей, непосредственно связанных с качеством жизни и устойчивостью городской среды. Это подтверждается исследованиями Fred M. и Hall P., которые наблюдали подобную тенденцию в Швеции, где проекты часто становятся инструментом для решения сиюминутных политических или управленческих задач, а не достижения долгосрочных стратегических целей [13]. Ориентация на тактические, а не стратегические результаты. Лапыгин Ю.Н. и Гоньшаков А.Г. справедливо отмечают, что существующие методики оценки эффективности проектного управления часто фокусируются на операционных результатах (сроки, бюджет), игнорируя стратегические эффекты [14]. В контексте «умного города» это означает, что успехом считается запуск платформы, а не снижение времени в пути на общественном транспорте или повышение энергоэффективности жилого фонда. 2. Концептуальные основы интеграции устойчивого развития в систему оценки Для преодоления указанных проблем необходима адаптация системы проектного управления, предполагающая переход от узкоэкономической к комплексной модели оценки, основанной на принципах ESG (Environmental, Social, Governance) и целях устойчивого развития (ЦУР) ООН. Proceedings of the 11th International Scientific Conference 114 Картов А.Е., анализируя перспективы проектного менеджмента в Казахстане, указывает на необходимость использования сбалансированной системы показателей (BSC) [15]. Развивая эту идею, мы предлагаем для проектов «умного города» внедрить трехуровневую систему KPI, интегрированную в жизненный цикл проекта (Рис. 1). Уровень 1: Экономико-технологические показатели (традиционные, но необходимые):  Бюджетная эффективность (соответствие плановым затратам).  Сроки реализации.  Надежность и масштабируемость IT-инфраструктуры.  Количество подключенных сервисов и пользователей. Уровень 2: Социально-экологические показатели (отражающие социальное воздействие):  Экология (Environmental): Снижение выбросов CO₂ (за счет оптимизации транспортных потоков, Smart Grid), сокращение объема неперерабатываемых отходов. (Разработан авторами, на основе [15]) Рисунок 1. Трехуровневая система KPI  Социальное благополучие (Social): Снижение временных затрат граждан на получение госуслуг и передвижение по городу; повышение уровня безопасности (количество зафиксированных и предотвращенных инцидентов); индекс удовлетворенности горожан качеством городской среды.  Инклюзивность: Доступность цифровых сервисов для маломобильных групп населения и лиц с ограниченными цифровыми компетенциями. Уровень 3: Институциональные показатели (качество управления - Governance):  Уровень прозрачности и открытости данных для граждан.  Эффективность межведомственного взаимодействия.  Уровень вовлеченности граждан в процессы принятия решений (краудсорсинг, participatory budgeting т.е. партисипаторное бюджетирование — это механизм участия граждан в распределении части бюджетных средств, при котором жители города или региона могут предлагать и голосовать за проекты, финансируемые из местного бюджета). Бюджетная эффективность (соответствие плановым затратам). Сроки реализации. Надежность и масштабируемость ITинфраструктуры. Количество подключенных сервисов и пользователей. •Уровень 1: Экономикотехнологические показатели (традиционные, но необходимые): Экология (Environmental): Снижение выбросов CO₂ (за счет оптимизации транспортных потоков, Smart Grid), сокращение объема неперерабатываемых отходов. Социальное благополучие (Social): Снижение временных затрат граждан на получение госуслуг и передвижение по городу; повышение уровня безопасности (количество зафиксированных и предотвращенных инцидентов); индекс удовлетворенности горожан качеством городской среды. Инклюзивность: Доступность цифровых сервисов для маломобильных групп населения и лиц с ограниченными цифровыми компетенциями. •Уровень 2: Социально-экологические показатели (отражающие социальное воздействие): Уровень прозрачности и открытости данных для граждан. Эффективность межведомственного взаимодействия. Уровень вовлеченности граждан в процессы принятия решений (краудсорсинг, participatory budgeting). •Уровень 3: Институциональные показатели (качество управления - Governance): «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 115 3. Организационно-управленческая модель для реализации подхода Для операционализации предложенной системы KPI необходима адаптация организационной структуры проектного управления. Мы предлагаем создание в рамках проектных офисов «умного города» (как на национальном, так и на местном уровне) специализированных Отделов мониторинга устойчивого воздействия. Функциями такого отдела должны стать: 1. Разработка и актуализация панели индикаторов (dashboard) на основе трехуровневой системы KPI. 2. Сбор и верификация данных из различных источников (датчики, соцопросы, статистические отчеты). 3. Проведение регулярного аудита проектов на предмет их соответствия целям устойчивого развития, задекларированным в Концепции развития госуправления до 2030 года [16]. 4. Подготовка отчетов для высшего руководства с анализом не только финансовых, но и социально-экологических рисков и достижений. Данная модель согласуется с выводами Bredillet C.N. о том, что проектный менеджмент должен «дуть и горячим, и холодным», то есть сочетать в себе как жесткие, так и гибкие подходы [17]. В нашем случае «жесткие» экономические метрики дополняются «гибкими» социальными показателями. Заключение Проведенное исследование позволяет сделать следующие выводы: 1. Существующая в РК система оценки проектов «умного города», базирующаяся на классических принципах проектного управления, является недостаточной для измерения их комплексного вклада в устойчивое развитие региона и страны. 2. Ключевыми проблемами являются кадровый дефицит, разрыв между стратегией и тактикой, а также преобладание краткосрочных экономических KPI над долгосрочными социально-экологическими. 3. В качестве решения предложена концепция адаптации проектного управления через внедрение трехуровневой системы KPI (Экономико-технологические, Социальноэкологические, Институциональные показатели), которая позволяет проводить комплексную оценку эффективности и воздействия. 4. Для реализации данного подхода организационно рекомендуется создание в структуре проектных офисов Отделов мониторинга устойчивого воздействия, ответственных за сбор данных, анализ и отчетность по всем трем уровням KPI. Предложенные меры позволят трансформировать проекты «умного города» из инициатив по технологической модернизации в инструмент комплексного и устойчивого развития городской среды, ориентированный в конечном счете на повышение качества жизни человека. Дальнейшие исследования могут быть направлены на разработку конкретных методик количественных и качественных оценок социального воздействия и апробацию предложенной модели на примере конкретных национальных проектов Казахстана. Proceedings of the 11th International Scientific Conference 116 СПИСОК ЛИТЕРАТУРЫ 1. Постановление Правительства Республики Казахстан от 31 мая 2021 года № 358 «Об утверждении Правил осуществления проектного управления». 2. Национальный стандарт Республики Казахстан «Руководство по управлению проектами СТ РК ISO 21500-2014». 3. Грядунова А.В., Крюкова О.А., Леонова О.В. Проектный менеджмент в системе государственного управления: проблемы применения // Среднерусский вестник общественных наук. - 2016. - Т. 11. - № 4. - С. 203-213. 4. Brunet M. Governance-as-practice for major public infrastructure projects: A case of multilevel project governing // International journal of project management. 2019. P. 37. No. 2. Р. 283-297. 5. Зиядуллаев Н.С., Фридлянов М.А. Современные стандарты проектного управления // Стандарты и качество. - 2017. - Т. 962. - № 8. 6. Ускова Т.В., Копытова Е.Д. К вопросу о внедрении проектного управления в органах власти // Проблемы развития территории. - 2017. - № 4 (90). - С. 7-27. 7. Толстова И.Э., Калошина Т.Ю. Проектная деятельность как инструмент мониторинга уровня сформированности профессиональных компетенций управленческих кадров // Профессиональное образование в современном мире. - 2014. - № 3. - С. 103-109. 8. Кожевников С.А. Проектное управление как инструмент повышения эффективности деятельности органов государственной исполнительной власти //Вопросы территориального развития. - 2016. - № 5(35). - С. 2. 9. Постановление Правительства Республики Казахстан от 29 ноября 2017 года № 790 «Об утверждении Системы государственного планирования в Республике Казахстан». 10. Указ Президента Республики Казахстан от 07.10.2021 г. № 670 «Об утверждении перечня национальных проектов». 11. Тухватуллина М.А. Проблемы внедрения проектного управления в работу органов власти (кадровый аспект) // Государственное и муниципальное управление. Ученые записки. - 2018. - № 3. - С. 69-72. 12. Морозов С.И., Смирнов Е.Б. Проблемы научного обеспечения стратегического планирования социально-экономического развития региона // Проблемы современной экономики. - 2011. - № 3. - С. 188-191. 13. Fred M., Hall P. A projectified public administration: How projects in Swedish local governments become instruments for political and managerial concerns // Statsvetenskaplig tidskrift. 2017. No. 1. Р. 185205. 14. Лапыгин Ю.Н., Гоньшаков А.Г. Оценка эффективности проектного управления // Экономический анализ: теория и практика. - 2011. - № 15. - С. 50-53. 15. Картов А.Е. Перспективы применения проектного менеджмента в государственном секторе Казахстана // Economics: the strategy and practice. - 2020. - Т. 15. - № 4. - С. 181192. 16. Постановление Правительства Республики Казахстан от 8 июля 2021 года № 470 «Об утверждении Плана действий по реализации Концепции развития государственного управления в Республике Казахстан до 2030 года». 17. Bredillet C. N. Blowing hot and cold on project management // Project Management Journal. 2010. P. 41. No. 3. Р. 4-20. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 117 The Dual Economic Trajectory of Kyrgyzstan in the Shadow of the Ukraine War: Escalating Cost of Living and the Influx of Sanctions-Driven Capital Chyngyz Kerimov Student Second Year Seattle Central Community College (SCCC) Annotation The Russian invasion of Ukraine in 2022 and the subsequent Western sanctions have had a multifaceted impact on the economy of the Kyrgyz Republic, giving rise to two opposing economic vectors. This study analyzes this phenomenon: on the one hand, there is an escalation in the cost of living for the population, driven by an inflationary shock and volatility in remittances. On the other hand, the country has recorded anomalous GDP growth, fueled by geopolitical arbitrage, significant re-exports of goods to Russia, and an influx of sanctions-driven Russian capital. The paper assesses the sustainability of this growth and highlights the long-term structural risks associated with the high concentration of trade and financial flows, which jeopardizes Kyrgyzstan's economic sovereignty and increases its vulnerability to secondary sanctions. Keywords Kyrgyzstan, Russia-Ukraine War, Sanctions, Cost of Living, Inflation, Re-export, Remittances, Russian Investment, Economic Sovereignty. 1. Introduction 1.1. Background and Context The Russian Federation's invasion of Ukraine in February 2022 and the unprecedented regime of Western sanctions imposed on Moscow have fundamentally altered the geo-economic landscape of Central Asia. The Kyrgyz Republic, as a member of the Eurasian Economic Union (EAEU) with deep historical, trade, and financial ties to Russia, found itself at the epicenter of these geoeconomic shifts. Initial forecasts by international financial institutions (IMF, World Bank) predicted a sharp economic decline in the region, driven by falling remittances, the devaluation of the ruble, and the disruption of supply chains. However, Kyrgyzstan’s actual economic performance has proven to be more complex, demonstrating a dual trajectory. The country's economy has faced a severe social burden in the form of rising prices and the threat of poverty, while simultaneously recording unexpected and sustained growth in key macroeconomic indicators (GDP, trade turnover). 1.2. Central Hypothesis and Scientific Novelty Central Hypothesis: Kyrgyzstan's economic growth post-2022 is high-risk and geopolitically driven, relying on the temporary function of "sanctions arbitrage." This simultaneously masks deep structural economic vulnerabilities and exacerbates social inequality caused by the escalating costof-living crisis. The scientific novelty of this research lies in the comprehensive analysis of this dichotomy. The paper provides a detailed comparison of the social crisis with the macroeconomic boom, identifying the mechanisms behind the redirection of capital and trade, and assessing the longterm risks associated with this increasingly concentrated model of external dependence. Proceedings of the 11th International Scientific Conference 118 1.3. Paper Structure The study is structured as follows: Section 2 analyzes the negative social and inflationary consequences of the conflict. Section 3 is dedicated to the mechanisms of anomalous growth— namely, re-export and the influx of Russian capital. Section 4 evaluates the long-term risks associated with the increasing concentration of dependence. 2. The Negative Impact Channel: Rising Cost of Living and the Threat of Poverty The conflict's effect on the welfare of Kyrgyz citizens was immediately evident through two critical, interconnected channels: inflationary shock and the volatility of remittances. 2.1. Inflationary Shock and Food Security As a net importer of fuel and many food products (including grains and sugar), Kyrgyzstan was highly vulnerable to the global surge in commodity prices caused by the war. ● Precise Data and Commentary: According to the IMF, annual inflation in Kyrgyzstan reached 14.7% in 2022 (IMF Staff Country Reports, Kyrgyz Republic: 2023 Article IV Consultation, 2024, p. 1). Food inflation was particularly high. The World Bank highlights that food accounts for 60–70% of consumption expenditures for poor families in the Kyrgyz Republic and Tajikistan, making them extremely susceptible to price shocks (IMF, Russia's War in Ukraine Could Raise Poverty in Caucasus, Central Asia, 2022). ● Economic expert Kanat Tilekeyev notes that "Russia’s war in Ukraine caused a spike in basic food costs as well as agro-input prices... The overall situation demonstrates that agriculture is undergoing a severe shock as a result of rising prices, which feeds into the cascade effect of rising prices" (Tilekeyev, K. The Russian War in Ukraine Impact on Kyrgyzstan's Food Market and Agri-Food Sector in 2022, 2024). The increased cost of importing resources like fertilizers and fuel undermines domestic production and contributes to further price increases, inevitably leading to a greater social burden. 2.2. Remittance Volatility and Social Burden Kyrgyzstan is among the countries with the highest reliance on remittances from migrant workers in Russia, which constitutes a vital part of the national income. ● Precise Data: In 2021, remittances accounted for approximately 30% of Kyrgyzstan's GDP (Caspian Policy Center, The Caspian Region's Reactions to the Current Russo-Ukrainian War: Kyrgyzstan, 2022). ● Dynamics: The initial shock following sanctions led to a sharp devaluation of the ruble and threatened a 20-33% drop in transfers. However, due to the subsequent stabilization and strengthening of the ruble, along with the inflow of Russian "relocants" (those who left Russia), the net inflow of remittances, after an initial 21% reduction in 2022, began to recover and even grow in nominal terms in subsequent years, highlighting the channel's high volatility and unpredictability (IMF Staff Country Reports, 2024, p. 4). ● Social Risk: The instability of this crucial channel threatens to "reverse the progress in poverty reduction achieved over the past two decades" (IMF, 2022). 3. The Positive Impact Channel: Anomalous Growth and the Influx of Sanctions-Driven Capital Despite the negative social consequences, Kyrgyzstan's macroeconomic indicators show sustained growth, a direct consequence of the geopolitical situation and sanctions pressure on Russia. 3.1. Re-export and Anomalous GDP Growth As an EAEU member, Kyrgyzstan has become a key transit point for goods destined for Russia, bypassing Western sanctions. ● Precise Data: The Kyrgyz economy grew by 6.3% in 2022, and for the first nine months of 2025, GDP grew by 10% year-on-year, outpacing most of its neighbors (Reuters, Kyrgyzstan «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 119 GDP up 10% in Jan-Sept year-on-year as Ukraine war reroutes supply chains, 2025). This growth was driven by trade (wholesale and retail) and construction. ● The "Unrecorded Re-export" Phenomenon: This anomalous growth is closely linked to a sharp increase in imports from third countries (primarily China) and the subsequent export of these goods to Russia. As trade within the EAEU is not subject to customs declarations, this activity is reflected in Kyrgyzstan's balance of payments under "Errors and Omissions" (E&O). The IMF estimates that the volume of unrecorded re-exports in 2022 may have amounted to approximately 30% of GDP (IMF Staff Country Reports, 2024, p. 6). ● Expert Commentary: Chief economic expert Azamat Akeneev stated that due to sanctions, "the country has become a kind of offshore hub for Russian companies using Kyrgyzstan's financial system to settle their issues" (Reuters, 2025). This confirms Kyrgyzstan's role as a "trade bridge" for Western and Chinese goods flowing into Russia. 3.2. Direct Russian Investment and Infrastructure Projects Amid the outflow of Western capital from Russia, there has been a steady influx of Russian capital into Kyrgyzstan. ● Precise Data: Foreign Direct Investment (FDI) from the Russian Federation into Kyrgyzstan reached $279.3 million in 2024. The main recipient sectors were manufacturing ($117.5 million) and wholesale/retail trade ($127.2 million) (24.KG, Investments from Russia into Kyrgyzstan reach $279.3 million in 2024, 2025). ● Infrastructure Projects: The capital inflow is accompanied by the signing of large agreements aimed at infrastructure development. At the Kyrgyz-Russian Economic Forum in 2025, agreements worth approximately $270 million were concluded in the fields of energy, industry, transport, agriculture, and the digital economy (The Times Of Central Asia, Kyrgyzstan and Russia Sign $270 Million in Agreements at Issyk-Kul Forum, 2025). ● Financing for such projects is often channeled through regional institutions like the Eurasian Development Bank (EDB) and the Russian-Kyrgyz Development Fund (RKDF), indicating systemic support from the Russian side under sanctions. 4. Risk Assessment and Long-Term Sustainability Despite high GDP growth rates, the current economic model carries significant structural risks that cast doubt on its long-term sustainability. 4.1. Risk of Concentration and Secondary Sanctions The primary risk lies in Kyrgyzstan's increased dependence on two external partners—Russia (as an export market) and China (as an import source). ● Concentration Risk: As IMF analysts point out, the high level of trade concentration associated with geopolitical fragmentation can lead to significant long-term economic costs, even if it yields short-term benefits (IMF Staff Country Reports, 2024). ● Threat of Secondary Sanctions: Kyrgyzstan's role in "sanctions arbitrage" has resulted in several Kyrgyz banks and companies being targeted by US and UK sanctions. An escalation of sanctions or stricter enforcement could lead to an immediate collapse of re-export and a capital outflow, causing a sudden crash in trade revenues and budget receipts. ● Foreign Policy Context: Analysts suggest that excessive reliance on Moscow and Beijing undermines Kyrgyzstan's efforts to pursue "multi-vector diplomacy," making it a hostage to geopolitical tensions (Atlantic Council, What Russia's war on Ukraine means for Central Asia, 2025). 4.2. Structural Constraints on Domestic Development The current economic growth, driven by trade and capital inflow, masks a lack of progress in addressing fundamental internal issues that limit the prospects for sustainable development: Proceedings of the 11th International Scientific Conference 120 ● Investment Climate: Despite the government's desire to attract FDI, significant barriers remain, such as a weak judiciary, corruption, and insufficient protection of investor rights (U.S. Department of State, 2024 Investment Climate Statements: Kyrgyz Republic, 2024). ● Inequality: Growth based on trade and financial intermediation is non-inclusive. It fails to create sufficient jobs in the manufacturing sector and does not alleviate the social inequality exacerbated by the inflationary shock. 4.3. Fiscal Vulnerability The government has used increased revenue from VAT on imports to raise public spending (higher wages and social benefits). However, this revenue increase is temporary and directly dependent on the continuation of abnormally high re-export volumes. A reduction in re-export could lead to a sharp decline in budget revenues, creating a fiscal deficit and increasing the need for external borrowing. 5. Conclusion 5.1. Summary of Key Findings Kyrgyzstan's economic trajectory since 2022 is characterized by a deep dichotomy: the social burden of inflation and rising living costs remains significant, while macroeconomic growth is being fueled by flows generated by the geopolitical conflict. This growth is highly volatile, unsustainable, and overly concentrated, which creates fundamental risks to the country's longterm economic stability and sovereignty. 5.2. Recommendations To ensure sustainable development and mitigate risks, the Kyrgyz Republic must adopt the following strategic measures: 1. Diversification of Trade and Financial Flows: Actively developing non-Russian and nonChinese trade routes (e.g., the Trans-Caspian route) and attracting investment from third countries to reduce concentration risks. 2. Institutional Strengthening: Prioritizing judicial reform, combating corruption, and enhancing transparency in the banking sector to protect against secondary sanctions and attract high-quality, long-term FDI. 3. Social Protection: Implementing targeted measures to support households affected by inflation and ensuring inclusive growth that creates jobs in productive sectors, rather than solely in trade. Only by moving away from reliance on temporary "sanctions arbitrage" and transitioning towards sustainable, institutionally-managed development can Kyrgyzstan ensure its long-term economic security. List of Sources (References) 1. IMF (2022). Russia's War in Ukraine Could Raise Poverty in Caucasus, Central Asia. IMF Blog. Retrieved from: https://www.imf.org/en/News/Articles/2022/11/29/cf-russias-warin-ukraine-could-raise-poverty-in-caucasus-and-central-asia 2. IMF Staff Country Reports (2024). Kyrgyz Republic: 2023 Article IV Consultation-Press Release; Staff Report. Volume 2024 Issue 064. Retrieved from: https://www.imf.org/en/Publications/CR/Issues/2024/03/04/Kyrgyz-Republic-2023Article-IV-Consultation-Press-Release-Staff-Report-and-Statement-by-545532 3. Reuters (2025). Kyrgyzstan GDP up 10% in Jan-Sept year-on-year as Ukraine war reroutes supply chains. Investing.com. Retrieved from: https://www.reuters.com/world/asiapacific/kyrgyzstan-gdp-up-10-jan-sept-year-on-year-ukraine-war-reroutes-supply-chains2025-10-15 «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 121 4. Tilekeyev, K. (2024). The Russian War in Ukraine Impact on Kyrgyzstan's Food Market and Agri-Food Sector in 2022. IAAE 2024 Conference Paper, International Association of Agricultural Economists. Retrieved from: https://ideas.repec.org/p/ags/cfcp15/344314.html 5. Caspian Policy Center (2022). The Caspian Region's Reactions to the Current RussoUkrainian War: Kyrgyzstan. Retrieved from: https://www.caspianpolicy.org/research/security/the-caspian-regions-reactions-to-thecurrent-russo-ukrainian-war-kyrgyzstan 6. 24.KG (2025). Investments from Russia into Kyrgyzstan reach $279.3 million in 2024. Retrieved from: https://24.kg/english/339450_Investments_from_Russia_into_Kyrgyzstan_reach_2793_ million_in_2024/ 7. The Times Of Central Asia (2025). Kyrgyzstan and Russia Sign $270 Million in Agreements at Issyk-Kul Forum. Retrieved from: https://timesca.com/kyrgyzstan-and-russia-sign-270million-in-agreements-at-issyk-kul-forum/ 8. U.S. Department of State (2024). 2024 Investment Climate Statements: Kyrgyz Republic. Retrieved from: https://www.state.gov/reports/2024-investment-climatestatements/kyrgyz-republic 9. Atlantic Council (2025). What Russia's war on Ukraine means for Central Asia. Retrieved from: https://www.atlanticcouncil.org/blogs/new-atlanticist/what-russias-war-onukraine-means-for-central-asia/ Proceedings of the 11th International Scientific Conference 128 In the European context, similar dynamics are visible. The OECD Digital SME Outlook (2023) reported that SMEs adopting AI-enhanced communication systems experience an average 15 % increase in export-related transactions and 10 % improvement in client retention. Despite these tangible benefits, adoption remains cautious. Only 29 % of surveyed SMEs described themselves as “digitally mature,” a finding consistent with the ICSB (2025) observation that capability deficits remain the leading inhibitor [3]. This digital divide reveals a critical paradox: while conversational AI tools are technically available, their strategic integration within SME operations often fails due to weak managerial vision or fragmented implementation. Zendesk (2024) highlights that 86 % of CX executives expect conversational AI to transform service delivery [2]. In practice, SMEs that embed chatbots or voice assistants into daily workflows report faster response times, reduced support backlog and measurable cost savings. For instance, small e-commerce retailers integrating Zendesk AI achieved a 25 % reduction in response time and a 20 % improvement in customer satisfaction scores, confirming the scalability of conversational support. Nevertheless, Proietti & Magnani (2025) caution that technology alone does not ensure success; strategic alignment and employee training are decisive [4]. These findings frame the central hypothesis of this paper: AI-driven conversational agents deliver sustainable value only when embedded within a coherent digital-transformation strategy that integrates human, technological and organizational dimensions. Literature review Customer experience has evolved into a measurable economic asset. According to Zendesk (2024), conversational interfaces enhance three critical CX dimensions: responsiveness, personalization and continuity [2]. They enable 24/7 multilingual service, immediate feedback loops and consistent tone of communication. SMEs that deploy chatbots not only extend service availability but also humanize automation by adopting sentiment analysis and contextual awareness. Empirical data from PR Newswire (2025) show that SMBs using real-time translation and automated meeting summaries for distributed teams improve client satisfaction by 27 % and shorten project-delivery cycles by 18 % [1]. Such metrics underscore how conversational AI bridges linguistic and temporal barriers that traditionally limited small-business scalability. While the customer interface is the most visible manifestation of AI, internal efficiency gains often prove equally transformative. The ICSB (2025) reports that SMEs automating customer-service interactions achieve 20–30 % productivity growth through reduced repetitive workload and improved task prioritization [3]. Conversational agents act as “digital colleagues,” managing order status updates, appointment scheduling and internal FAQs. These tools free human employees for high-value analytical or creative work. Moreover, every chatbot interaction produces structured data - a source of strategic insight. SMEs analyze these transcripts to identify demand trends, recurring issues and potential new-market segments. The transition from descriptive to predictive analytics marks a fundamental leap in managerial capability, allowing SMEs to base decisions on real customer behavior rather than intuition. Despite compelling benefits, multiple barriers persist. Proietti & Magnani (2025) emphasize that knowledge deficits, financial limitations and organizational inertia remain pervasive [4]. Many SMEs depend on third-party vendors and lack in-house technical staff. Training data acquisition and customization costs are frequently prohibitive. Additionally, resistance to automation arises from concerns over job security and perceived loss of human touch. Such fears are not unfounded: early deployments with inadequate escalation pathways often frustrated customers, reinforcing skepticism toward AI. Consequently, successful adoption requires transparent governance, hybrid workflows and continuous human oversight. As ICSB (2025) notes, only 33 % of SMEs use AI regularly, and fewer than 30 % consider their digital initiatives mature «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 129 [3]. This discrepancy between aspiration and execution highlights the necessity of structured implementation models. Table 1. Comparative Metrics of Conversational AI Impact in SMEs Metric 2024 Value (%) Interpretation SMEs using AI tools (OECD/ICSB) 33.0 Base adoption rate remains low despite growing awareness of benefits. SMBs using AI cross-border (PR Newswire) 56.9 High penetration in internationally active firms seeking multilingual automation. CX leaders expecting AI transformation (Zendesk) 86.0 Professional consensus on the inevitability of AI integration into customer experience. Max productivity gain (ICSB) 30.0 Quantifiable labor-efficiency improvement after automation. SMEs on track with digitalisation (OECD) 29.0 Digital maturity gap remains the primary obstacle to wider AI use. The metrics in Table 1 collectively outline a paradox central to SME digital transformation: widespread recognition of AI’s strategic importance coexists with persistently low adoption. Although 56.9 % of internationally oriented SMBs report using AI in some capacity [1], the broader SME population lags behind, with only 33 % deploying AI tools [3]. This discrepancy arises from divergent resource levels and risk tolerance. Cross-border firms often face multilingual service demands that justify investment, whereas domestically focused SMEs perceive automation as optional. The high expectation level among CX professionals (86 %) [2] reveals a growing cultural alignment toward AI, yet implementation bottlenecks persist due to the absence of coherent integration frameworks. The data also suggest an emergent hierarchy of value creation. The productivity gains (≈ 30 %) [3] predominantly stem from process automation - repetitive-task handling, customer query triage, and information retrieval. However, the secondary benefit lies in the data intelligence layer: every conversational exchange generates behavioral metadata that can be mined to refine marketing strategies and forecast demand. In this sense, conversational AI evolves from a reactive support tool into a proactive business-intelligence mechanism. From a strategic standpoint, the modest 29 % digital-maturity index [3] carries serious implications. It indicates that two-thirds of SMEs remain structurally unprepared to scale AI usage. Without foundational elements - reliable cloud infrastructure, data-protection compliance and trained personnel - conversational systems risk becoming isolated utilities rather than integrated assets. This reinforces Proietti & Magnani’s (2025) argument that technological potential must coincide with organizational readiness [4]. Moreover, policy interventions targeting SME digital inclusion could close this readiness gap. For instance, government-sponsored training programs, simplified low-code AI platforms and public–private partnerships would democratize access and lower entry barriers. In summary, Table 1 highlights that conversational AI adoption follows a two-speed trajectory: rapid experimentation among globalized SMEs versus hesitant uptake among smaller domestic firms. Bridging this divide requires not additional tools but strategic integration - the alignment of AI functions with business objectives, staff skills and customer-experience metrics. Only through such alignment can SMEs convert the statistical promise of AI into measurable performance outcomes. Proceedings of the 11th International Scientific Conference 130 Figure 1 – Conceptual Workflow of Conversational AI Integration in SMEs The workflow in Figure 1 visualizes conversational AI as a cyclical intelligence system rather than a linear automation pipeline. It begins with intent recognition, the cornerstone of effective dialogue management. For SMEs, accurate intent detection minimizes escalation costs and ensures consistent service quality. Next, knowledge-base access integrates the chatbot with enterprise data repositories - CRM systems, order management or product catalogs - enabling real-time, contextual replies. The decision node distinguishes routine from complex interactions: routine cases proceed automatically, while complex ones escalate to human agents. Crucially, «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 131 feedback from each cycle feeds back into model refinement, forming a self-improving loop of learning and performance optimization. Empirically, such architectures deliver measurable results. Zendesk (2024) documented SMEs that implemented hybrid chatbots - where 80 % of interactions are automated and 20 % human-handled - achieving up to 40 % reduction in average resolution time [2]. Likewise, ICSB (2025) recorded 20–30 % productivity gains after integrating conversational AI with internal knowledge bases [3]. These improvements validate the iterative model illustrated above: efficiency and accuracy compound over time as datasets grow and model tuning matures. The model also emphasizes human oversight as a design imperative. Proietti & Magnani (2025) argue that neglecting escalation mechanisms erodes trust [4]. By maintaining a human-inthe-loop structure, SMEs balance efficiency with empathy, preserving brand authenticity. Therefore, successful integration of conversational AI in SMEs is not a matter of full automation but of calibrated synergy between algorithmic precision and human judgment. Materials and methods This research employed a mixed-method approach combining secondary data analysis and conceptual modeling, both of which are common in digital business and SME innovation studies. The methodological framework consisted of four stages: 1. Data Compilation: Quantitative indicators were extracted from market and policy reports describing adoption rates, productivity gains, and AI investment levels among SMEs. 2. Comparative Benchmarking: Indicators were compared across OECD and non-OECD countries to reveal regional discrepancies in AI readiness. 3. Conceptual Mapping: Using verified case studies (Zendesk, IBM Watson Assistant, Microsoft Copilot, and Shopify Chat), a flow model of SME integration was constructed. 4. Analytical Interpretation: Each dataset was analyzed through interpretive synthesis to identify causal relationships between AI adoption and measurable business outcomes - specifically, customer satisfaction (CSAT), Net Promoter Score (NPS), and operational efficiency metrics. The use of secondary data analysis in this study aligns with best practices in management research because it allows for validation of insights across multiple empirical contexts. Furthermore, by triangulating data from diverse but authoritative sources, the model gains both robustness and generalizability — critical for cross-border SME strategy design. Results Table 2 presents verified cross-source data showing the relationship between conversational AI adoption and performance indicators for SMEs. All data points were collected from industry reports and peer-reviewed sources between 2023 and 2025. Proceedings of the 11th International Scientific Conference 132 Table 2. Impact of Conversational AI Adoption on SME Business Performance Indicator Average Change (%) Contextual Meaning Customer satisfaction (CSAT) after AI integration +25 Derived from McKinsey’s 2025 Global AI Survey of 3,000 SMEs across 25 countries. Reduction in average response time –40 Confirmed by Zendesk and McKinsey joint analysis of SME customer-service automation. Increase in conversion rates +17 Reported in Deloitte SME Digital Maturity Report 2024, based on 500 European SMEs. Operational cost savings –22 McKinsey (2025) data: cost reduction via conversational automation and cloud workflows. Productivity improvement (aggregate) +28 ICSB and McKinsey corroborate gains through hybrid human–AI collaboration. The data illustrate a consistent and statistically significant relationship between conversational AI deployment and SME performance improvement. Across all sources, three indicators - customer satisfaction, operational cost, and productivity - display robust correlations with AI usage. McKinsey’s 2025 survey of 3,000 SMEs in 25 countries found that businesses implementing conversational agents report a 25 % rise in customer satisfaction and a 22 % drop in service costs [6]. These outcomes are not merely coincidental but stem from two structural effects: automation of repetitive tasks and real-time feedback collection. From the customer perspective, the 40 % reduction in response time directly affects perceived service quality. In service-dominant industries such as tourism, e-commerce, and financial advisory - where response latency influences trust - this improvement translates into higher NPS (Net Promoter Score) and increased loyalty. The Deloitte 2024 SME Digital Maturity Report corroborates this pattern, showing a 17 % increase in conversion rates when AI chatbots were deployed to qualify leads and handle post-sale interactions [7]. Operationally, cost savings of around 22 % reflect the replacement of manual workflows with AI-driven automation. SMEs that previously relied on call centers or outsourced support reduced recurring expenses through self-service channels. However, the most transformative outcome is the 28 % productivity gain, a composite indicator reported by both ICSB (2025) [3] and McKinsey (2025) [6]. This metric encompasses time saved, employee redeployment, and improved decision-making enabled by conversational data analytics. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 133 Figure 2. Strategic integration of conversational AI in SMEs: customer, operational and organizational tracks. These quantitative effects validate the central argument of this study: that conversational AI, when integrated strategically rather than superficially, functions as both a process optimizer and a knowledge amplifier. It not only automates interactions but generates a continuous stream of structured insights that can inform marketing, HR, and logistics decisions. This duality - automation plus intelligence - explains why firms with conversational systems outperform peers in adaptive capability and customer retention. Regional variation in AI adoption reveals systemic inequalities in access, digital infrastructure and policy support. North American SMEs exhibit the highest adoption rate (52 %), a figure strongly correlated with higher per-firm AI investment averaging USD 28,000 annually [8]. The region benefits from advanced cloud ecosystems (AWS, Azure, Google Cloud) and supportive innovation policies. In contrast, SMEs in Africa and parts of Latin America show limited uptake - below 30 % - primarily due to cost barriers, lack of local-language training data, and insufficient broadband infrastructure [5]. European SMEs occupy an intermediate position. According to Deloitte (2024), while adoption rates (≈44 %) trail behind the U.S., the ROI on AI investments is comparably high because Proceedings of the 11th International Scientific Conference 134 of strong data-governance frameworks and public support mechanisms [7]. Programs such as the EU Digital Europe Programme (2021–2027) subsidize up to 50 % of digital transformation expenses for SMEs, fostering gradual convergence. Asian SMEs, particularly in South Korea, Singapore and Japan, demonstrate adaptive learning: firms invest less per unit (~USD 18,000) but achieve competitive automation results through ecosystem partnerships with telecom operators and fintech platforms. This collaborative model mitigates resource constraints and enables incremental innovation. Discussion, case studies and policy implications The global diffusion of conversational artificial intelligence demonstrates that technological sophistication alone is not sufficient for sustainable transformation. The key variable determining success across small and medium-sized enterprises is strategic integration - how well AI tools are embedded in the operational logic, customer journey, and data ecosystem of the organization. Case evidence from globally recognized platforms confirms that the combination of structured data, contextual automation, and human oversight defines the maturity of AI adoption. One of the most illustrative cases is Shopify’s AI-driven assistant launched in 2024, known as Shopify Sidekick, which leverages natural-language interfaces to support small merchants with product descriptions, order tracking, and marketing copy generation [9]. The feature integrates directly into merchant dashboards and learns from historical sales data. According to Shopify’s 2025 operational report, Sidekick reduced average response time for small retailers by 39 % and improved cross-sell rates by 18 %. The adoption pattern demonstrates that conversational agents embedded within business platforms yield higher efficiency than standalone chatbots. For SMEs, integration within daily tools (such as CRM, inventory, or analytics) ensures that the technology augments routine work rather than adding complexity. Another model of scalable implementation can be observed in IBM Watson Assistant, which has transitioned from an enterprise-grade solution to a modular subscription accessible to small businesses [10]. Its design allows SMEs to build multilingual chat flows, train them on internal FAQs, and connect them with external communication channels such as WhatsApp Business or web chat widgets. IBM’s 2025 industry benchmark report shows that SMEs adopting Watsonbased assistants achieved a 25 % reduction in average service costs and a 27 % increase in customer self-service utilization. This indicates a clear economic return from conversational automation even in resource-constrained settings. Furthermore, SMEs in regulated sectors - such as healthcare or financial consulting—reported that compliance-ready AI interfaces enhanced transparency and reduced risk exposure during client interactions. The hospitality and retail industries provide further validation. Starbucks Voice AI, integrated within the company’s app since 2023, demonstrates how voice-based conversational agents can enhance personalization at scale [11]. The system uses customer history and contextual data to predict likely orders and preferences, resulting in 20 % higher repeat-purchase frequency. When adapted for SME cafés and quick-service restaurants through white-label licensing, similar models produced measurable improvements in customer loyalty. The Starbucks example underscores that conversational AI is not limited to digital communication; it extends to multimodal, sensor-linked, and voice-activated experiences. SMEs that adopt lightweight voice or chat integrations for ordering, booking, or after-sales follow-up can emulate enterprise-level engagement quality at a fraction of the cost. In the B2B sector, Salesforce Einstein GPT represents a synthesis of generative and conversational AI used for CRM automation [12]. The 2024 Salesforce State of Service Report found that 82 % of service professionals using Einstein GPT experienced significant improvements in case-resolution speed, while 69 % reported higher customer-retention metrics. The underlying reason is that generative conversation systems enable contextual dialogue: they summarize «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 135 interactions, suggest follow-up messages, and auto-populate CRM records. For SMEs, such integration eliminates repetitive data entry, improves lead management, and enhances marketing alignment. Salesforce’s open-API model also encourages SME developers to build industry-specific plug-ins, expanding the accessibility of advanced AI functions without additional infrastructure costs. These case studies collectively demonstrate a shift from automation as efficiency enhancement toward automation as strategic intelligence. When conversational AI operates within an integrated ecosystem - linked to databases, analytics, and human oversight - it transforms from a reactive customer-support tool into a proactive business-development engine. Data collected through these systems inform product design, pricing decisions, and localization strategies. For example, multilingual chat logs from Shopify merchants revealed regional variations in purchasing behavior, enabling SMEs to adjust seasonal promotions and stock distribution dynamically [9]. Similarly, Watson Assistant’s feedback analytics guided SMEs in refining website navigation and service scripts to reduce cognitive load on users [10]. Policy and organizational implications of these findings are significant. Governments seeking to strengthen SME competitiveness must move beyond subsidizing software purchases and focus on digital capability building. The OECD SME Policy Index (2024) highlights that firms investing simultaneously in digital skills training and AI adoption experience productivity growth twice as high as firms investing in software alone [5]. Thus, the human element remains the decisive factor in realizing AI’s economic potential. Training initiatives, open-access datasets, and industry collaboration can lower barriers and encourage sustainable diffusion. Ethical and governance considerations also shape adoption trajectories. As Harvard Business Review (2024) notes, over 60 % of SMEs surveyed expressed concern about data privacy and algorithmic bias [12]. Responsible AI frameworks - transparency in chatbot behavior, human escalation for sensitive queries, and auditability of conversational logs - are essential for maintaining public trust. IBM’s experience in deploying regulated-sector assistants shows that ethical safeguards do not hinder innovation; on the contrary, they build credibility and customer retention. From a strategic perspective, SMEs can be grouped into three maturity levels. The first consists of early adopters, typically export-oriented digital businesses, which integrate AI into marketing and customer service simultaneously. The second group, transitional adopters, experiment with isolated chatbots but lack unified data infrastructure. The third, laggards, remain limited to manual or email-based communication. The objective for policymakers and ecosystem partners is to accelerate transitions from the second to the first category by providing shared AI infrastructure, affordable cloud access, and localized training resources. In conclusion, the comparative evidence from Shopify, IBM, Salesforce, and Starbucks illustrates that conversational AI represents not a single technology but a systemic capability. Its successful use within SMEs depends on alignment between software functionality, data governance, and human expertise. Firms that view AI as a collaborator rather than a substitute achieve durable gains in both customer experience and operational efficiency. The convergence of conversational interfaces, generative models, and real-time analytics signals a new phase of SME digital transformation in which intelligence is distributed, adaptive, and embedded across every customer touchpoint. Conclusion The strategic integration of conversational artificial intelligence in small and medium-sized enterprises signifies a paradigm shift in digital transformation. Unlike earlier waves of automation that focused solely on efficiency, conversational AI redefines the entire value chain by linking customer interaction with operational intelligence. The synthesis of verified evidence from Proceedings of the 11th International Scientific Conference 136 McKinsey [6], OECD [5], IBM [10], and Salesforce [12] clearly indicates that SMEs implementing conversational agents achieve measurable gains in responsiveness, cost control, and satisfaction indices. Across global contexts, firms utilizing chatbots, voice assistants, or AI-enhanced CRM tools consistently report higher Net Promoter Scores, faster service resolution, and a 20–30 % boost in labor productivity. These outcomes reinforce the position that conversational intelligence has evolved from a customer-support mechanism into a core strategic capability. The cumulative evidence suggests that the competitive advantage of SMEs now depends less on scale and more on adaptability. Through conversational AI, small enterprises can mirror the service quality of multinational corporations by deploying affordable, cloud-based systems trained on real-world customer data. Shopify’s Sidekick [9], IBM Watson Assistant [10], and Salesforce Einstein GPT [12] exemplify architectures that democratize intelligence by embedding natural-language understanding into everyday workflows. The proliferation of API-driven ecosystems enables SMEs to customize these platforms for specific industries—from retail and logistics to hospitality and education—without the prohibitive costs once associated with enterprise software. However, the trajectory of diffusion remains uneven. Regional disparities persist, with North America leading in adoption and Africa and Latin America lagging behind due to digitalinfrastructure and policy gaps [5], [8]. Addressing these asymmetries requires a coordinated policy framework that combines access to cloud infrastructure, digital-skills training, and financial incentives. Equally important is the ethical dimension: as conversational systems process sensitive data, SMEs must adhere to the principles of transparency, accountability, and privacy by design. Frameworks like the EU Artificial Intelligence Act (2024) and the OECD AI Principles provide operational guidelines for responsible deployment. Compliance with these standards ensures not only regulatory alignment but also customer trust—a crucial intangible asset in the age of automation. Strategically, the next frontier lies in convergence: the fusion of conversational AI with generative models, predictive analytics, and real-time personalization. This integration will enable SMEs to transform passive customer communication into active market intelligence. For instance, chat-log analysis can reveal emerging consumer trends before they appear in formal reports, allowing agile adjustments in marketing and production. Over the next decade, such systems are expected to evolve into autonomous service agents capable of managing entire customer lifecycles - from inquiry to loyalty retention—under human supervision. The implication is clear: future competitiveness of SMEs will hinge not on physical expansion but on the cognitive scalability of their digital infrastructure. References 1. Proietti S., Magnani R. Assessing AI Adoption and Digitalization in SMEs: A Framework for Implementation. arXiv, 2025. URL: https://arxiv.org/abs/2501.08184 2. OECD. SME and Entrepreneurship Outlook 2023. Paris: OECD Publishing, 2023. URL: https://www.oecd.org/en/publications/2023/06/oecd-sme-and-entrepreneurship-outlook2023_c5ac21d0.html 3. Zendesk. CX Trends 2025: Unlock the Power of Intelligent CX. 2025. URL: https://www.zendesk.com/blog/cx-trends-2024/ 4. Motevalli S. H., Razavi H. 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Amsterdam, Netherlands 145 Enhancing the Therapeutic Value of Multicomponent Anticancer Combinations Adjuvant to Proton Therapy and the Role of Artificial Intelligence in Oncology Archil Chirakadze PhD, Georgian Techical University, Ivane Javakhishvili Tbilisi State University Nodar Mitagvaria Ivane Beritasvili Center of Eperimental Biomedicine, Tbilisi, Georgia Neli Makhviladze Georgian Techical University, Tbilisi, Georgia Teimuraz Chubinishvili Georgian Techical University, Tbilisi, Georgia Lali Gumberidze Ivane Beritasvili Center of Eperimental Biomedicine, Tbilisi, Georgia Lena Davlianidze Ivane Beritasvili Center of Eperimental Biomedicine, Tbilisi, Georgia Nodar Sulashvili MD, PhD, Doctor of Pharmaceutical and Pharmacological Sciences In Medicine, Invited Lecturer (Professor) of Scientific Research-Skills Center at Tbilisi State Medical University; Professor of Medical and Clinical Pharmacology of International School of Medicine at Alte University; Professor of Pharmacology of Faculty of Medicine at Georgian National University SEU, Associate Affiliated Professor of Medical Pharmacology of Faculty of Medicine at Sulkhan-Saba Orbeliani University; Associate Professor of Medical Pharmacology at School of Medicine at David Aghmashenebeli University of Georgia; Associate Professor of Biochemistry and Pharmacology Direction of School of Health Sciences at the University of Georgia. Associate Professor of Pharmacology of Faculty of Dentistry and Pharmacy at Tbilisi Humanitarian Teaching University; Tbilisi, Georgia; Orcid: https://orcid.org/0000-0002-9005-8577. Samya Syed MD, University of Georgia, Tbilisi, Georgia Deva Harsha Uday Gundluru MD, University of Georgia, Tbilisi, Georgia Harshita Sharma MD, Alte University, Tbilisi, Georgia Sai Nalawade MD, Alte University, Tbilisi, Georgia Fareeha Aziz Mengal MD, University of Georgia, Tbilisi, Georgia Nikoloz Aphkhazava AIA-GESS -CERVANTES SCHOOL, Tbilisi, Georgia Proceedings of the 11th International Scientific Conference 146 Zakaria Buachidze Georgian Techical University, Tbilisi, Georgia Mariam Razmadze Georgian Techical University, Tbilisi, Georgia Lia Chelidze Ivane Javakhishvili Tbilisi State University, Tbilisi, Georgia Irina Khomeriki Georgian Techical University, Tbilisi, Georgia Giorgi Palavandishvili Georgian Techical University, Tbilisi, Georgia Khtuna Tserodze Georgian Techical University, Tbilisi, Georgia Kakha Gorgadze Georgian Techical University, Tbilisi, Georgia Nana khuskivadze Georgian Techical University, Tbilisi, Georgia David Aphkhazava PhD, Full Professor of Biochemistry at Alte university, Tbilisi, Georgia; Invited Lecturer (Professor) of Biochemistry, University of Georgia, Tbilisi Georgia, Full professor of Biochemistry Georgian National University SEU, Tbilisi Georgia, Invited Lecturer (Professor) of Biophysics and Microbiology, Georgian Technical University, Tbilisi, Georgia. Orcid: https://orcid.org/0000-0001-6216-6477 Corresponding author Prof. David Aphkhazava Abstract The continued global increase in cancer incidence highlights the urgent need for treatment strategies that are both more effective and safer. Charged particle therapy, particularly proton therapy, represents the most technologically advanced radiotherapy modality due to its ability to localize energy deposition at the tumor site via the Bragg peak. However, its widespread adoption remains limited by high operational cost, research intensity, and technical complexity. This study investigates the development and evaluation of multicomponent synergistic anticancer drug combinations—based on FDA-approved agents and putative anticancer substances including rubidium chloride and copper oxide nanoparticles—as adjuvant treatments intended to enhance proton therapy. Biological selectivity toward cancer cells (A549) over normal fibroblasts (NHDF) was assessed using MTT and Annexin V-FITC assays, while chick embryo toxicity testing evaluated acute safety. Results suggest that combinations containing gemcitabine, paclitaxel-carboplatin, and optimized copper oxide nanoparticle concentrations achieve up to threefold higher selectivity compared to standard gemcitabine monotherapy while maintaining similar toxicity profiles. Additionally, this article reviews the emerging role of artificial intelligence (AI) in diagnostic radiology, histopathology, genomic decision-making, and clinical treatment planning. AI has demonstrated expert-level performance in early cancer detection and treatment optimization, yet limitations remain regarding data availability, interpretability, and clinical integration. Enhancing combination therapy efficacy and AI-driven clinical tools may significantly improve cancer treatment outcomes. «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 147 Keywords Proton therapy; Non-small cell lung cancer (NSCLC); Multicomponent combination therapy; Copper oxide nanoparticles; Rubidium chloride; Apoptosis; Synergy; Artificial intelligence; Medical decision support; Cancer diagnostics. Introduction Cancer remains a central biomedical challenge of the twenty-first century, with incidence rates continuing to rise globally despite decades of progress in prevention, diagnosis, and therapy. The complexity of malignant diseases results not only from their genetic heterogeneity and capacity for rapid adaptation to environmental pressures, but also from the interaction of tumor cells with surrounding stromal, vascular, and immune microenvironments that collectively support growth, invasion, and metastasis (Hanahan, 2022). According to recent global cancer statistics, more than 19 million new cases and over 10 million deaths were recorded in 2020 alone, with projections indicating a steady increase in both incidence and mortality in the coming decades (Sung et al., 2021). Non-small cell lung cancer (NSCLC) remains among the most prevalent and lethal forms of cancer worldwide, in part due to late diagnosis and frequent development of therapeutic resistance (Herbst et al., 2018). As a result, the refinement of targeted, localized, and synergistic treatment approaches has become a central priority in clinical oncology. Radiation therapy continues to play a foundational role in cancer management, with approximately half of all patients receiving some form of radiotherapy during the course of their treatment (Baskar et al., 2012). Among modern radiation modalities, proton therapy has gained particular attention due to its unique dose-distribution profile characterized by the Bragg peak, which allows the majority of beam energy to be deposited at a controllable depth, thereby minimizing radiation exposure to adjacent healthy tissues (Durante and Loeffler, 2010). The theoretical and practical advantages of proton therapy are especially relevant for tumors located near radiosensitive structures, as well as for pediatric patients who are more susceptible to radiation-induced toxicity and long-term sequelae (Miralbell et al., 2017). However, despite its geometric precision, the biological effectiveness of proton therapy remains comparatively modest when contrasted with heavy ion modalities, such as carbon ion therapy, which demonstrate higher relative biological effectiveness (RBE) and improved outcomes in certain aggressive and radioresistant tumors (Paganetti, 2014; Kamada et al., 2015). The high cost of facility construction and maintenance, combined with the requirement for highly specialized clinical and engineering personnel, has further limited the widespread implementation of proton therapy, leading to a pressing need for complementary therapeutic strategies capable of enhancing its biological impact without compromising safety. Combination therapy has emerged as one of the most effective means of improving therapeutic outcomes in oncology, particularly in overcoming the adaptive resistance mechanisms that frequently underlie treatment failure in monotherapy approaches (DeVita and Chu, 2008). Chemotherapeutic drug combinations, when rationally designed, are capable of exerting effects on multiple intracellular signaling cascades, cell cycle checkpoints, apoptotic regulators, and metabolic pathways, thereby increasing the cumulative cytotoxic burden on malignant cells while reducing the likelihood of resistance development (Al-Lazikani et al., 2012). However, effective combination design requires not only the identification of complementary mechanisms, but also the avoidance of excessive toxicity arising from overlapping off-target effects. For this reason, significant interest has emerged in the development of multicomponent therapeutic formulations that incorporate not only conventional anticancer drugs, but also functional adjuvants capable of modulating cellular microenvironmental factors, intracellular ion transport dynamics, or oxidative Proceedings of the 11th International Scientific Conference 148 stress sensitivity. Among such components, rubidium chloride has attracted attention due to its capacity to alter cellular ionic homeostasis and influence membrane potential regulation in malignant cells, potentially sensitizing them to chemotherapeutic compounds (Lewin and Popovtzer, 2021). In parallel, nanotechnology has opened new possibilities for the improvement of cancer therapy through the design of nanoscale agents that can selectively accumulate in tumor tissue due to the enhanced permeability and retention effect, while providing additional physicochemical modes of cytotoxicity (Matsumura and Maeda, 1986; Blanco et al., 2015). Metal oxide nanoparticles, and particularly copper oxide nanoparticles, have demonstrated significant tumor-selective toxicity linked to their ability to generate reactive oxygen species, induce mitochondrial stress, trigger lipid peroxidation, and disrupt redox-regulated signaling networks (Chen et al., 2016; Sutradhar and Saha, 2016). Importantly, malignant cells frequently exhibit elevated basal oxidative stress and attenuated antioxidant defense capacity compared to healthy cells, rendering them disproportionately vulnerable to pro-oxidant agents (Trachootham et al., 2009). This intrinsic vulnerability creates a biologically grounded rationale for combining copper oxide nanoparticles with established chemotherapeutic and radiotherapeutic strategies to enhance overall selective cytotoxicity while avoiding broad systemic toxicity. The interplay of oxidative signaling modulation, metabolic stress induction, mitochondrial destabilization, and apoptosis pathway activation positions such nanoparticles as promising sensitizers for proton-based radiotherapy. The challenge in translating proton therapy and combination chemotherapy into consistently superior clinical outcomes lies not only in the physical targeting of radiation dose but also in the biological diversity of tumor response. Tumor microenvironments vary widely in oxygenation levels, stromal support, immune infiltration, and vasculature integrity, and these factors influence both radiosensitivity and drug distribution (Vaupel and Mayer, 2017). Hypoxic tumor regions, in particular, are known to be less responsive to ionizing radiation due to the reduced formation of free radicals necessary for DNA damage, which contributes to treatment resistance in many solid tumors (Horsman and Overgaard, 2016). The addition of agents capable of modifying intracellular redox conditions or enhancing oxidative stress-mediated cytotoxicity may therefore enhance proton therapy outcomes by partially overcoming hypoxia-mediated resistance. In this regard, copper oxide nanoparticles, through their pro-oxidant and redox-cycling properties, represent a compelling candidate for synergistic integration with charged particle irradiation, as they can potentiate free radical-mediated DNA damage and promote apoptosis in cancer cells under conditions where radiation alone may be insufficient (Sutradhar and Saha, 2016). A further dimension of combination therapy involves the strategic inclusion of compounds that influence ion transport and membrane potential. Rubidium ions, which share ionic properties with potassium, have been shown to substitute for potassium ions in various cellular processes and disrupt electrochemical gradients across the cell membrane (Beaugé and Morales, 1986). Since cancer cells often display altered ion channel expression and depolarized membrane states associated with proliferation signaling, modulation of ionic homeostasis can interfere with mechanisms necessary for sustained malignant growth (Prevarskaya et al., 2018). Although rubidium chloride alone does not typically induce cytotoxicity at clinically relevant concentrations, its biological action can increase cancer cell susceptibility to oxidative stress and apoptotic stimuli. When combined with chemotherapeutic agents that inhibit nucleic acid synthesis, such as gemcitabine, or microtubule-stabilizing agents, such as paclitaxel, rubidium-induced ionic imbalance may amplify apoptosis-inducing signaling cascades (Herbst and Khuri, 2003). In multicomponent formulations, this interplay provides a route for achieving synergistic cytotoxicity while maintaining a tolerable safety profile for non-malignant tissues. The development of multicomponent anticancer combinations must, however, account for the pharmacokinetic and physicochemical compatibility of their constituents. Solvent systems such as «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 149 dimethyl sulfoxide (DMSO) are frequently utilized to enhance the solubility and intracellular penetration of chemotherapeutic compounds. DMSO is known to modify cell membrane fluidity and facilitate transmembrane diffusion, potentially increasing drug accumulation in tumor cells (Yu et al., 2017). Moreover, DMSO has been observed to modulate cellular oxidative states and influence gene expression profiles involved in stress response pathways (Santos et al., 2003). When carefully controlled, these effects may support synergistic interactions between chemotherapeutic agents and pro-oxidant nanoparticle components. However, excessive or uncontrolled membrane permeability modifications carry the risk of non-specific toxicity, highlighting the need for precise formulation and dosing strategies. In experimental contexts, the balance between improving cellular uptake and preventing off-target cytotoxicity remains a central consideration in the optimization of combination therapies involving DMSO. Nanoparticle-mediated sensitization has also been explored in the context of proton and heavy ion therapy. The radiosensitizing effects of various metallic nanoparticles, including gold, platinum, iron oxide, and copper oxide, have been linked to increased local energy deposition, secondary electron generation, and enhancement of oxidative damage during irradiation (Chithrani and Stewart, 2018). While much of the early research in this field focused on high atomic number nanoparticles in photon-based radiation therapy, increasing attention has been directed toward their interaction with charged particle beams. Proton-induced secondary radiation effects differ from those produced by conventional X-rays, and there is growing evidence that nanoparticles may influence the track structure and linear energy transfer characteristics of proton beams at the cellular level (Lin et al., 2015). When nanoparticles are localized within intracellular organelles such as mitochondria or lysosomes, proton interactions may exacerbate localized damage, trigger apoptosis pathways, and disrupt cellular metabolic equilibrium. Thus, incorporating metal oxide nanoparticles into treatment regimens may enhance proton therapy effectiveness without requiring increases in beam dose. Complementary to these developments, artificial intelligence has emerged as a transformative tool across multiple domains of oncology. AI-driven image interpretation systems have demonstrated diagnostic sensitivity and specificity comparable to expert radiologists in the detection of pulmonary nodules on computed tomography scans (Ardila et al., 2019) and in the classification of skin lesions via dermoscopic imaging (Esteva et al., 2017). In histopathology, convolutional neural networks have been used to identify clinically relevant morphological patterns, quantify tumor-infiltrating lymphocytes, and detect micrometastases in lymph nodes with a level of consistency that surpasses human visual interpretation alone (Campanella et al., 2019). Moreover, the integration of machine learning with genomic and transcriptomic datasets has enabled the prediction of tumor subtypes, treatment response, and patient outcomes with increasing accuracy (Topol, 2019). These advances support the development of decision support systems that may assist oncologists in selecting optimal combination therapy regimens tailored to the molecular and phenotypic characteristics of individual tumors. One of the most promising applications of AI in the context of combination cancer therapy lies in the prediction of drug synergy and the exploration of multicomponent treatment space. Traditional experimental screening of large numbers of drug combinations is time-consuming and resource-intensive, particularly when multiple concentration levels and sequence timing variables are considered. Machine learning models trained on previously generated drug interaction datasets have demonstrated the ability to predict synergistic interactions and identify promising compound pairs for experimental validation (Preuer et al., 2018). Although current AI models face limitations related to training data quality, biological context specificity, and mechanistic interpretability, ongoing developments in model architecture and data integration are expected to improve their predictive capacity. Ultimately, the synergistic integration of experimental research, nanoparticle formulation science, and AI-driven predictive modeling may accelerate the Proceedings of the 11th International Scientific Conference 150 development of effective multicomponent anticancer regimens capable of enhancing the therapeutic value of proton therapy. The Tumor Microenvironment and Redox Vulnerabilities The tumor microenvironment is a dynamic and heterogeneous system composed of malignant cells, immune infiltrates, stromal fibroblasts, vascular networks, and extracellular matrix components, all of which contribute to cancer progression and treatment resistance (Quail and Joyce, 2017). Cancer cells frequently exhibit altered metabolic states characterized by increased aerobic glycolysis, dysregulated mitochondrial function, and elevated reactive oxygen species production (Vyas et al., 2016). These adaptations create a paradoxical vulnerability: although malignant cells depend on oxidative and metabolic stress signaling to maintain proliferation, their antioxidant reserves are often insufficient to withstand additional pro-oxidant insults. External enhancement of oxidative stress through pro-oxidant agents or radiation-based therapies can therefore selectively push cancer cells beyond survivable thresholds, leading to apoptotic collapse while sparing non-malignant tissues with more robust redox buffering capacity (Trachootham et al., 2009). Copper oxide nanoparticles exploit this vulnerability by generating intracellular oxidative stress through Fenton-like redox cycling reactions, producing hydroxyl radicals and inducing mitochondrial depolarization (Sutradhar and Saha, 2016). When integrated into multicomponent therapeutic strategies, such nanoparticles can serve as amplifiers of oxidative imbalance, potentiating the effects of chemotherapeutic drugs and enhancing DNA damage induced by proton irradiation. This mechanistic complementarity positions copper oxide nanoparticles as promising sensitizers in proton therapy-based combination regimens. Synergy in Multicomponent Anticancer Therapy Synergistic therapeutic interactions arise when combined agents exert effects greater than the sum of their individual contributions. Achieving synergy requires a mechanistic interplay that targets distinct biological pathways converging at key regulatory nodes of cell survival (Al-Lazikani et al., 2012). For example, gemcitabine suppresses DNA synthesis by inhibiting ribonucleotide reductase, while paclitaxel stabilizes microtubules, preventing mitotic spindle formation and cell cycle progression (Herbst and Khuri, 2003). The concurrent disruption of nucleotide metabolism and mitotic regulation places compounded stress on cancer cells and increases their susceptibility to apoptosis. When rubidium chloride is introduced into such formulations, modulation of membrane potential and intracellular ionic gradients may further weaken cellular capacity to maintain homeostasis during chemotherapeutic stress (Beaugé and Morales, 1986). The addition of copper oxide nanoparticles amplifies oxidative damage at the mitochondrial and genomic levels, increasing the likelihood of irreversible apoptotic commitment. This layered multi-pathway interference forms the foundation for designing synergistic therapeutic combinations that maximize selective cytotoxicity toward malignant cells while maintaining manageable toxicity to normal tissues. The Role of AI in Optimizing Combination Therapy Recent advances in artificial intelligence offer a pathway to accelerate the identification of optimal therapeutic combinations. Machine learning algorithms can evaluate complex multidimensional relationships among drug concentration, timing, and cellular response patterns, enabling prediction of synergistic interactions without exhaustive experimental screening (Preuer et al., «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 151 2018). Deep learning architectures trained on radiological and histopathological datasets have demonstrated the capacity to detect malignancies, classify tumor subtypes, and evaluate treatment response with high diagnostic precision (Campanella et al., 2019). When integrated with genomic data, AI systems can assist in stratifying patients based on molecular vulnerabilities and guide decisions regarding which therapeutic combinations may be most effective for specific tumor profiles (Topol, 2019). However, a central limitation remains the interpretability of AI-generated recommendations. While neural networks can predict which combinations are likely to be effective, they do not inherently explain the biological mechanisms underlying synergy. For clinical adoption, transparency in decision pathways and biological rationale remains essential. The convergence of laboratory-validated mechanistic insight and AI-driven predictive modeling represents a promising direction for future research in multicomponent cancer therapy. Conclusion of Introduction The collective progression of proton therapy, nanomedicine, drug combination science, and artificial intelligence is reshaping the landscape of cancer treatment. Proton therapy provides precise physical dose localization, combination chemotherapy introduces multipathway cytotoxic pressure, copper oxide nanoparticles exploit metabolic and redox vulnerabilities unique to malignant cells, and AI contributes computational intelligence capable of refining therapeutic design. The integration of these fields offers a path toward treatments that are not only more effective but also more biologically selective and clinically adaptable. Together, these developments establish the scientific basis and clinical motivation for investigating multicomponent anticancer combinations that enhance the biological effectiveness of proton therapy while maintaining acceptable safety profiles. The work presented in this study builds directly upon these interdisciplinary advancements, aiming to contribute to a new generation of rational, synergistic, and precision-guided oncologic therapies. Materials and Methods Cell Lines and Culture Conditions Human lung adenocarcinoma cells (A549) and primary normal human dermal fibroblasts (NHDF) were selected as representative malignant and non-malignant cell models due to their widespread use in evaluating selective anticancer cytotoxicity. A549 cells exhibit metabolic, oxidative, and proliferative characteristics commonly associated with non-small cell lung cancer, while NHDF cells serve as a physiological control reflecting normal human connective tissue cell behavior. Both cell lines were obtained from certified biorepositories and authenticated by short tandem repeat profiling to ensure identity. Cultures were maintained in Dulbecco’s Modified Eagle Medium (DMEM) supplemented with 10% heat-inactivated fetal bovine serum, 1% penicillin-streptomycin, and 2 mM L-glutamine. Cells were incubated at 37°C under a humidified atmosphere containing 5% CO₂ and monitored routinely for morphology and growth stability. Cells were used only within passages 3 to 15 to minimize phenotypic drift. Preparation of Multicomponent Therapeutic Combinations A series of multicomponent formulations were developed to evaluate the influence of different component ratios on cytotoxicity, selectivity, and synergistic interactions. Gemcitabine, paclitaxel, carboplatin, and cisplatin were selected as the primary FDA-approved chemotherapeutic agents Proceedings of the 11th International Scientific Conference 152 due to their established relevance in NSCLC treatment. Rubidium chloride was incorporated as a putative modulator of ionic homeostasis and membrane potential. Copper oxide nanoparticles, with a nominal diameter range of 20–50 nm, were used as redox-active adjuvants due to their known capacity to induce oxidative stress in cancer cells. Nanoparticle dispersions were prepared in sterile deionized water or 0.9% saline solution and homogenized by ultrasonication to ensure uniform particle distribution and prevent aggregation. Dimethyl sulfoxide (DMSO) was utilized as a solvent system for agents requiring enhanced solubility and intracellular permeability. All reagents were of analytical grade, and stock concentrations were prepared fresh prior to use. Formulations were prepared in graded series to evaluate dose-response characteristics and to determine the point of maximal synergistic interaction among components. MTT Cell Viability Assay Cellular viability following exposure to test formulations was quantified using the MTT colorimetric assay, which measures mitochondrial metabolic activity as an indirect indicator of cell proliferation and survival. A549 and NHDF cells were seeded into 96-well microplates at a density of 0.5 × 10⁵ cells per well and allowed to adhere overnight. Following incubation, culture medium was replaced with media containing test combinations at defined concentrations. After 48 hours of treatment, MTT reagent (0.5 mg/mL) was added to each well and incubated for four hours. The resulting formazan crystals were solubilized in DMSO, and absorbance was measured at 490 nm using a microplate spectrophotometer. Viability was expressed as a percentage relative to untreated control cells. Apoptosis Detection by Annexin V-FITC/PI Flow Cytometry To differentiate apoptotic cell death from necrotic injury and to evaluate selectivity of apoptotic induction, treated and control cells were analyzed using Annexin V-FITC and propidium iodide staining followed by flow cytometry. After exposure to treatment for 48 hours, cells were detached using trypsin without EDTA, washed twice in phosphate-buffered saline, and resuspended in binding buffer. Staining was conducted according to manufacturer protocols, and samples were analyzed using a flow cytometer equipped with appropriate fluorescence detection channels. Data were processed using standard gating algorithms to quantify viable, early apoptotic, late apoptotic, and necrotic cell populations. Calculation of Selectivity and Synergy Indices To assess therapeutic selectivity, the ratio of viability reduction in cancer cells to that in normal cells (RSV) was calculated. Apoptotic selectivity (RSA) was determined by comparing the proportion of apoptotic cancer cells to apoptotic normal cells following treatment. A combined selectivity index (RSVA), defined as the geometric mean of RSV and RSA, was used as an integrated measure of therapeutic window and biological safety. These indices enabled quantification of both cytotoxic potency and sparing of non-malignant cells, providing an evaluative metric for identifying optimally synergistic formulations. Chick Embryo Acute Toxicity Testing Acute systemic toxicity of the most promising combinations was evaluated using fertilized chicken embryos, a widely accepted in vivo assay offering a balance between biological relevance and «European Research Materials» (November 6-7, 2025). Amsterdam, Netherlands 153 ethical feasibility. Test solutions were administered on day 5 of incubation under sterile conditions, and embryo viability was monitored via ovoscopic imaging until hatching. The toxicity index (TI) was calculated based on survival reduction compared to untreated control embryos. Results Figure 1 illustrates the dependence of three key selectivity indices—RSV, RSA, and RSVA—on the concentration of copper oxide nanoparticles in the multicomponent anticancer formulations. These indices were calculated based on comparative responses of human lung cancer A549 cells and normal human dermal fibroblasts (NHDF), providing a quantitative measure of how selectively each formulation affected malignant versus non-malignant cells. RSV (Relative Selectivity of Viability) expresses the ratio of the reduction in viability of cancer cells to that of normal cells. Higher RSV values indicate that the formulation inhibits cancer cell proliferation more strongly than healthy cell proliferation, which is a desirable characteristic in anticancer therapy. RSA (Relative Selectivity of Apoptosis) represents the ratio of apoptosis induced in cancer cells compared to apoptosis in normal cells. A higher RSA value corresponds to a stronger selective activation of programmed cell death in malignant cells. RSVA is the combined selectivity index derived as the geometric mean of RSV and RSA. This index integrates both cytostatic (growth-inhibitory) and cytotoxic (apoptosis-inducing) selectivity into a single parameter, serving as a comprehensive indicator of therapeutic window and biological safety. As shown in Figure 1, each index demonstrated a characteristic non-linear profile in response to changes in nanoparticle concentration. At low concentrations (0–200 mg/L), the selectivity increased moderately, suggesting that small amounts of copper oxide nanoparticles contribute to enhancing tumor-specific stress without significantly affecting healthy cells. A pronounced increase in RSV, RSA, and RSVA was observed between 300 and 600 mg/L, indicating a zone of optimal synergistic interaction among copper oxide nanoparticles, chemotherapeutic agents, and cellular stress pathways. Maximum RSVA values occurred near 500–600 mg/L, highlighting this range as the most favorable for achieving high selective cytotoxicity. At concentrations above 700 mg/L, all selectivity indices progressively declined. This reduction suggests that the balance between oxidative stress generation and biological tolerance becomes Proceedings of the 11th International Scientific Conference 256 ifadələrdən faydalanırlar. Bu tip ifadələr həm oxucunun marağını çəkir, həm də məlumatı daha yaxşı yadda saxlamağa kömək edir.Məsələn: "The city streets were a battleground as protesters clashed with police, their voices rising like a storm of anger and frustration." Burada obrazlı ifadələr (məsələn, "battleground", "rising like a storm") istifadə olunub, beləliklə, oxucunun hadisəni daha canlı və təsirli şəkildə qavraması təmin edilir. 5. Sual və Çağırışlardan İstifadə Publisistik üslubda tez-tez suallar və çağırışlardan istifadə edilir. Bu üsul, oxucunun düşüncəsini hərəkətə gətirir, onları bir məsələ üzərində düşünməyə təşviq edir. Sual forması həmçinin müzakirəyə və debatlara səbəb ola bilər. Çağırışlar isə oxucunun emosional reaksiyasını sürətləndirə bilər.Məsələn:"Why are we still allowing this to happen? It’s time to act, before it’s too late!" Bu cümlə oxucudan cavab tələb edir və onu hərəkət etməyə çağırır. Oxucu burada aktiv olaraq hərəkət etməyə yönəldilir. 6. İctimai və Sosial Məsələlərə Yönəlmə Publisistik üslub daha çox cəmiyyətin və sosial həyatın aktual məsələlərini əhatə edir. Bu üslubda yazılan məqalələr çox vaxt ölkə və ya dünya səviyyəsindəki hadisələrə, sosial problemlərə və ya siyasi dəyişikliklərə dair müzakirələrə yer verir. Publisistik yazılarda cəmiyyətin və fərdlərin maraqlarını müdafiə etmək və ya ictimaiyyətin diqqətini çəkən məsələləri önə çıxarmaq əsas hədəfdir.Məsələn: "Every day, thousands of children around the world go to bed hungry. Why are we, as a society, allowing this tragedy to continue?" Bu cümlə, kəskin bir ictimai məsələni qabardır və oxucunu bu problem barədə düşünməyə çağırır. 7. Geniş Kütləyə Yönəlik Üslub Publisistik üslubun digər bir özəlliyi, onun geniş və müxtəlif oxucu kütlələrinə yönəlməsidir. Jurnalistlər və publisistlər, məqalələrini yazarkən kütlənin anlayışını nəzərə alırlar, sadə, amma eyni zamanda hərtərəfli məlumat təqdim etməyə çalışırlar. Publisistik üslubda bəzən qeyri-ixtisaslaşmış oxucular da nəzərə alınır, buna görə də yazılar çox vaxt anlaşılması asan olur. Publisistik Üslubun Tətbiq Sahələri Publisistik üslub geniş ictimaiyyətə məlumat vermək məqsədini daşıyan yazı tərzi olduğuna görə, onun tətbiq sahələri çox genişdir: Jurnalistika və Media: Kütləvi informasiya vasitələri, xəbər proqramları, xəbərlər və reportajlar. Reklam və PR: Təsirli reklamlar, ictimaiyyətlə əlaqələr və təşviqat yazıları. Siyasi Məqalələr: Siyasi şərhlər, plakatlar, partiya proqramları və ya siyasi liderlərin çıxışları. İctimai Mövzulara dair Məqalələr: Sosial məsələlər, insan hüquqları, ətraf mühit, təhsil və s. haqqında yazılar. Populyar Məqalələr: Əyləncə, mədəniyyət və həyat tərzi ilə bağlı yazılar. 3. Bədii Üslub: Bədii üslubun əsas məqsədi insanın estetik duyğularına, emosiyalarına və təxəyyülünə təsir etməkdir. Bu üslubda dil, metaforalar, obrazlı ifadələr, təkrarlamalar və simvolizmdən istifadə edilərək oxucuya dərin mənalar ötürülür. Bədii əsərlərdə hər bir söz, hər bir cümlə xüsusi bir təsir məqsədi güdür. Bu üslubda dilin ən zəngin və rəngarəng formalarından istifadə edilir.Məsələn:The moon hung like a silver lantern in the velvety sky, casting its glow over the quiet town below. Bədii dil, təbii olaraq, oxucuda duyğusal və vizual təsir yaradır, eyni zamanda estetik gözəllik və əyləncəli bir oxuma təcrübəsi təmin edir. Elmi, publisistik və bədii üslublar arasındakı fərqlər yalnız dilin quruluşunda deyil, həm də məqsəd və auditoriya nəzərə alınaraq ortaya çıxır. Elmi üslubda dəqiqlik və neytrallıq ön planda ikən, publisistik üslubda oxucuda emosional reaksiya yaratmaq məqsədi güdülür. Bədii üslubda isə ən vacib olan şey təxəyyül və obrazlı ifadədir. Bu fərqlər, dilin müxtəlif üslub növlərinin müxtəlif [Document text truncated for crawler view.]