RUDN Journal of Informatization in Education

Problem statement. The education system of Kazakhstan is undergoing active digitalization; however, critical paradigm-level barriers remain. The overwhelming majority of teachers face limited access to artificial intelligence tools, a significant proportion of academic staff demonstrate insufficient readiness for AI technologies, and traditional lecture-seminar formats continue to prevail. School digitalization successes (Kundelik.kz - 4.5 million students, 95% interactive whiteboards coverage) require an analogous breakthrough in universities to form a unified digital educational ecosystem. Accordingly, this enables the development of a three-level model of a paradigm shift in educational systems under the conditions of digitalization and the use of artificial intelligence technologies. Methodology. Methodological basis: T. Kuhn’s paradigmatic approach and K. Lewin’s social change methodology. Analysis of scholarly literature, content analysis of state programs (“Digital Kazakhstan”, Digital Education Concept 2024-2029), comparative analysis of international experience. The study developed methodological tools: digitalization diagnostic framework comprising five key domains, three-level model of paradigmatic shift in educational systems, educational technology transformation scheme. Results. A three-level model of paradigmatic shift for Kazakhstani universities has been developed. The first infrastructural level establishes the technological foundation of the Fourth Industrial Revolution (Industry 4.0): high-performance AI servers, distance learning platforms with AI-powered modules, virtual and augmented reality laboratories, and smart campus systems. The second technological level transforms instructional practices: traditional lectures transition to short video lesson with automated assessment of knowledge; seminars transition to virtual case environments; examinations transition to adaptive testing. The third paradigmatic level transforms the roles of all participants: f faculty co-creates instructional mat university administration shifts towards data-driven governance erials and personalized assessments with AI, students receive personal intelligent assistants, and university administration shifts to data-driven governance. A phased implementation roadmap has been created. Conclusion. The three-level paradigmatic shift model ensures systemic transformation of educational systems from technological infrastructure to intelligent student-centered learning. The model takes into account Kazakhstan’s specifics while aligning with global digitalization standards, providing an evidence-based methodological foundation for the National Program for the Digitalization of Higher Education 2024-2029.

Problem statement. The study discusses the problems of improving the subject results of the Federal State Educational Standards for Upper Secondary Education (FSES USE) for two levels of computer science study, related to the need to actualize the content related to artificial intelligence, taking into account the achievements of modern science, and aligning them with strategic planning documents and the priorities of technological sovereignty, and the scientific and technological development of the Russian Federation. The study aims to update the FSES USE and develop a coordinated expert position on the changed requirements for subject outcomes in computer science. Methodology. analysis of regulatory legal documents in the field of education at various levels, scientific publications on artificial intelligence, analysis and comparison of materials from foreign educational standards for general education, and monitoring of the results of the implementation of pedagogical developments in the practice of teaching Computer Science. Results. Amendments have been made to the subject learning outcomes for computer science in the Federal State Educational Standard for Secondary General Education, taking into account the rapid development of artificial intelligence technologies, the need to integrate them into the the Computer Science subject, and their active use in the study of other subjects, while adhering to generally accepted ethical standards and current regulations governing the use of AI in educational practice. Conclusion. The approved updated formulations of subject learning outcomes for Computer Science at the basic and advanced levels take into account the rapid development of artificial intelligence technologies and their impact on teaching and learning processes at the school level, the provisions of newly adopted legal and regulatory documents, and the practical experience of collaborative project work between universities and schools.

Problem statemenеt. Currently, there is a a growing number of digital tools designed for teaching mathematics in schools. Taking this into account, the Russian Academy of Education is implementing a innovation project entitled Scientific and Methodological Foundations for Creating and Using Interactive Digital Educational Resources for Teaching Mathematics at the Level of Basic General Education. This project aims to identify the current state of the use of digital educational resources in the practice of teaching mathematics at the lower secondary level, as well as to determine the needs and teachers’ needs and challenges. Methodology. A survey was administered among 114 teachers of mathematics and related subjects at schools in Krasnoyarsk to study the impact of using digital resources in teaching mathematics in grades 6-9 on the effectiveness of teaching students and the quality of their mathematical education. Results. The responses of teachers in such areas as the frequency of use of digital resources, the types of learning tools used and the sources for their selection by teachers, the impact of interactive resources on the assimilation of material, the effectiveness and problems of using such resources in the educational process, methodological support for teachers, and the development of opportunities for using interactive digital educational resources have been obtained, systematized, and interpreted. Conclusion. The survey data contribute to identifying the areas of needs of the school mathematics course and other disciplines in the use of interactive digital educational resources, as well as the main didactic functions of such learning tools.

Problem statement. In the era of digital transformation in higher education, there is a growing trend toward increasing the role of special education students’ professional readiness to use modern technical teaching aids for the effective organization of special and inclusive education. This article outlines the interdisciplinary significance of using variable digital technologies in the formation of an inclusive culture and professional training of future special education students. Methodology. A program for studying the professional readiness of special education students to use various digital technologies in the comprehensive support with disabilities across various age and clinical groups was developed, systematized, and presented. Results. Based on the results of the experimental study, the characteristics of professional readiness of pre-service special education teachers to use digital technologies were identified and described. Key directions for further research into the issue of these specialists’ readiness to use digital tools in their professional practice were formulated. Conclusion. The formation of an inclusive culture and the identification of the levels of professional readiness of special education students to use digital technologies contribute to the expansion of their professional competencies and their readiness to work in special and inclusive education settings.

Problem statement. Teaching computer technology in design requires a special approach that takes into account the creative nature of this field of activity and the necessary technical competencies. However, traditional forms of education are not always able to keep students’ attention and motivate them to master the material in depth. The article discusses ways to improve the effectiveness of teaching computer subjects such as “Computer Graphics” and “Computer Technology” to students of the “Design” field of study. The competencies required for the successful professional development of a junior specialists in the field of design are listed. The teaching methods contributing to the formation of these competencies are considered. Examples and challenges of modern technological and humanistic trends that teachers encounter during the educational process are given. The purpose of the study is to identify the potential of game-based teaching methods in the process of teaching computer disciplines. Methodology. The proposed practical examples of using game teaching methods have been tested by the author in the process of teaching computer subjects at an art college. Students who received education in the fields of Art Design and Landscape Design took part in the testing. Results. Examples of the introduction of gaming technologies into the process of teaching computer subjects are demonstrated and various stages of learning are shown at which it is advisable to apply game teaching methods. The advantages and limitations of game-based teaching methods are outlined. Conclusion. Based on the analysis of the results, the general principles of using game methods and recommendations for their application in the educational process during the study of computer disciplines by students of various design fields are formulated.