SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS OF INTEGRATING INNOVATIVE TECHNOLOGIES IN TEACHING ENGLISH TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: INTERNATIONAL AND KAZAKHSTANI EXPERIENCE
The conclusion of the article substan-tiates the need to prioritize enhancing teachers’ professional competence, localizing IT products to fit the national context and addressing digital inequality to develop an inclusive digital environment.
Abstract
The article examines the scientific and methodological foundations for integrating innovative digital technologies into the process of English language instruction for students with special educational needs (SENs). The relevance of the study is grounded in the necessity of digitalizing inclusive education in the Republic of Kazakhstan and aligning it with international standards. The study analyzes the impact of tech-nologies such as artificial intelligence (AI), adaptive platforms, augmented reality (AR), and voice assistants on the learning process. The results of the experimental study, conducted at a boarding school in Kokshetau, demonstrated that the use of digital tools significantly improves the academic performance of SEN students (average scores increased from 58.2 to 73.6), while enhancing their learning motivation and cognitive autonomy. Specifically, improvements in lexical skills and listening comprehension were identified among children with developmental delays and autism spectrum disorders. The conclusion of the article substan-tiates the need to prioritize enhancing teachers’ professional competence, localizing IT products to fit the national context and addressing digital inequality to develop an inclusive digital environment. The research findings provide a basis for methodologically improving inclusive English language lessons in educational institutions across Kazakhstan.
It is concluded that TikTok represents an innovative educational resource with the potential to complement traditional English teaching and promote more dynamic, participatory, and student-centered learning experiences.
Diego Vinicio., López Aguilar, Jenny Romero et al.· 0 citations
Introduction
. The digital transformation of higher education and the expansion of online learning formats have highlighted the need to revise established models of pedagogical assessment. Ensuring the validity and reliability of distance assessments is essential for maintaining academic standards and sustaining students’ cognitive engagement.
Aim
. The present study aims to conduct a comparative analysis of Russian and international assessment technologies within the higher online education system.
Methodology and research methods
. The comparison was conducted according to four criteria: accessibility of tools, adaptability to individual learning trajectories, interactive potential, and the applicability of results within the professional domain. Particular attention was paid to the limitations of extrapolating international models into Russian pedagogical practice, taking into account national educational specificities. The study employed methods of comparative analysis and typologisation of assessment tools.
Results
. The advantages and limitations of various assessment approaches are analysed, along with their impact on the quality of education and student motivation. It is demonstrated that the Russian distance education system, while actively incorporating advanced international practices, retains distinctive characteristics shaped by national cultural and pedagogical traditions.
Scientific novelty
. The scientific novelty resides in the systematisation of criteria for comparing diverse assessment systems and in substantiating the adaptive potential of international approaches for Russian higher education.
Practical significance
. The practical significance of the research findings is demonstrated by the development of a framework of recommendations for educational policymakers, university administrators, academic staff, and designers of EdTech solutions.
O. Yu. Digtyar, N. G. Kondrakhina, T. A. Tantsura et al.· The Education and science jo...· 0 citations
This article explores the application of innovative technologies in foreign language education within the framework of language education programs. It presents the theoretical foundations of innovation in education, modern teaching approaches (such as communicative, competency-based, CLIL, and blended learning), and the role of digitalization in developing language competencies. Particular attention is given to the practical implementation of innovations in Kazakhstani educational institutions, including the use of LMS Moodle, mobile applications, VR/AR technologies, and AI-based tools such as ChatGPT and Grammarly and etc. The empirical part of the study involved surveys, classroom observations, and a pedagogical experiment with students from language faculties. The findings confirmed that integrating innovative technologies enhances motivation, engagement, and the quality of language acquisition. The article offers recommendations for further implementation of innovations in language education, discusses methodological aspects of adapting them to the national context, outlines prospects for the digital transformation of language didactics in Kazakhstan amid global educational shifts, and emphasizes the need to improve teachers’ digital literacy and develop sustainable strategies for integrating innovative tools into the learning process. Thus, the results of the study confirm that innovative technologies are becoming a key factor in modernizing language education and increasing its competitiveness in the contemporary world.
S. Kulmagambetova, Akmaral Temirtassova, Aknur Malikova et al.· 3i: intellect, idea, innovat...· 0 citations
This study employed a qualitative content analysis of the research article “Integration of Assistive Technology in Teaching Learners with Special Educational Needs and Disabilities in the Philippines” by Rhea Joy Campado, Cathy Mae D. Toquero, and Daryl M. Ulanday (2023) to examine the major themes, assistive technologies utilized, research methodology, challenges, and educational implications discussed in the study. Using thematic coding and categorization, the analysis revealed that assistive technology improves accessibility, classroom participation, communication, comprehension, and independent learning among learners with special educational needs and disabilities (LSENDs). The findings also showed that assistive technology supports inclusive teaching practices through differentiated instruction and learner-centered approaches. However, challenges such as limited funding, inadequate technological resources, poor internet connectivity, insufficient teacher training, and lack of institutional support continue to affect effective technology integration in Philippine schools. The study concluded that assistive technology plays a significant role in promoting inclusive education, but successful implementation requires continuous teacher development, stronger policy implementation, improved technological accessibility, and collaborative support among educational stakeholders.
Maria Librando, Mary Garnet Emnace, Ariel San Jose· Psychology and Education: A...· 0 citations
This study assessed the impact of instructional methods on improving the reading and writing skills of deaf children in special education centers in Kabul City form the perspective of teacher. Adopting a qualitative research design, the study employed thematic content analysis to explore teachers’ professional experiences and insights. Data were gathered via semi-structured interviews with 16 teachers for three special education centers for deaf students in Kabul. The interviews were guided by a researcher-developed protocol. The data were analyzed suing the six phase thematic analysis framework proposed by Braun and Clarke. The findings indicate that effective learning among deaf children is achieved when instruction is grounded in visual learning, direct experience, and active participation. Thematic coding identified five major categories of effective instructional method: visual strategies, systematic use of sign language, demonstrative representational approaches, practical methods, and participatory activities. Among these visual strategies and the consistent integration of sign language demonstrated the greatest impact on improving reading comprehension, accuracy, and fluency. Furthermore, the results highlight that bilingual education incorporating sign language as the primary language and written language as a second language combined with structured repetition, systematic practice, content simplification, and student centered active learning approaches, plays a crucial role in enhancing the writing skills of deaf children. Overall. The study underscores the decisive role of visually grounded and sign supported instructional practices in promoting literacy development among deaf learners.
A. Sharifi, A. Sediqi, Abdullah Haqyar· International journal of soc...· 0 citations
: The paper examines the didactization of cultural content in teaching English as a foreign language by comparing the Serbian custom of Slava , the Italian tradition of Opera dei Pupi , and the Turkish custom of Tezhip . The research aims to show how the application of ICT tools and artificial intelligence platforms can improve the processing of culturally authentic content and contribute to the development of students’ intercultural and linguistic competence. The methodology includes four phases of didactization: visualization, factography, personalization, and linguistic analysis. By applying these phases, students gradually move from basic familiarization with cultural elements to their deeper understanding and linguistic comprehension in context. The results indicate that the use of digital technologies and artificial intelligence increases students’ motivation, enabling a more authentic approach to cultural content, and promotes active learning. The challenges indicated relate to the technical availability of resources and different levels of digital literacy. It is concluded that technology-assisted didactization of cultural content represents an effective teaching model that integrates language, culture, and digital tools into a functional and contemporary educational approach.
Milica Pančevac, Darija Lunić, Maja Rončević· SINTEZA· 0 citations