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ORIGINAL RESEARCH article

Front. Educ.
Sec. Higher Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1478622

Enhancing Professional Abilities of University Students through Digital Educational Interventions: A Study in Kazakhstani Universities

Provisionally accepted
Aigul Kurakbayeva Aigul Kurakbayeva *Saule Xembayeva Saule Xembayeva
  • Toraighyrov University, Pavlodar, Kazakhstan

The final, formatted version of the article will be published soon.

    This study investigates enhancing professional abilities among university students in Kazakhstan through digital educational interventions. These abilities are increasingly crucial in a labor market shaped by rapid technological advancements. The research included 520 students from Toraighyrov University and L.N. Gumilyov Eurasian National University. The research employed a systematized methodology that involved a literature review of existing studies to identify key themes related to students' professional abilities and rigorous testing and correlation analyses using SPSS software. The educational interventions consisted of interactive online classes, a 12-week MOOC in "Psychology," and a 16-week course on managing learning processes using distance education technologies. The interventions significantly improved students' performance on cognitive ability tests, enhanced creativity-related task outcomes, increased motivation, and strengthened professional orientation. These gains are supported by paired t-tests and align with theoretical frameworks such as Cattell's theory and Self-Determination Theory. This study underscores the effectiveness of digital tools and interactive platforms in developing cognitive and non-cognitive skills, which aligns with contemporary educational reforms and studies in Kazakhstan.

    Keywords: digitalization, Professional competencies, Intelligence, creativity, Kazakhstan

    Received: 10 Aug 2024; Accepted: 18 Dec 2024.

    Copyright: © 2024 Kurakbayeva and Xembayeva. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Aigul Kurakbayeva, Toraighyrov University, Pavlodar, Kazakhstan

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.