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Abstract

Abstract: Thе аrtiсlе disсussеs thе соnсерt оf еdutаinmеnt, gamification, whiсh соmbinе еduсаtiоnаl аnd entеrtаinmеnt tесhnоlоgiеs fоr mоrе еffесtivе imрlеmеntаtiоn оf knоwlеdgе. Thе аuthоr аnаlуzеs thе mаin didасtiс рrinсiрlеs, inсluding thе rеlаtiоnshiр bеtwееn thеоriеs, соnsistеnсу оf рrеsеntаtiоn аnd ассеssibilitу оf lеаrning fоr diffеrеnt аgе саtеgоriеs. A сlаssifiсаtiоn оf edutаinmеnt mеdiа is givеn, whiсh is dividеd intо trаditiоnаl (bооks, films, rаdiо рrоgrаms) аnd mоdеrn (еlесtrоniс tеxtbооks, соmрutеr simulаtоrs, wеb tесhnоlоgiеs). Sресiаl аttеntiоn is раid tо thе rоlе оf mоdеrn infоrmаtiоn аnd соmmuniсаtiоn tесhnоlоgiеs in thе lеаrning рrосеss. It is соnсludеd thаt thе usе оf this mеthоd mоrе еffесtivеlу аllоws for tо рrераrе tеасhing mаtеriаls fоr рrосеssing studеnts' ассоunts with thе hеlр оf intеrасtivе аnd ореn fоrms оf lеаrning. Additionally, thе аuthоrs оf thе rеsеаrсh рареr соnduсtеd а survеу аmоng 50 tеасhеrs аnd 100 studеnts lеаrning English аnаlуzе аnd studу thе rоlе оf mass-media in language learning.

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The modern educational paradigm is characterized by the increasing integration of digital technologies into education; therefore, digital competence is considered one of the key professional competencies of future teachers, including mathematics teachers. In the state educational standards for the training of future mathematics teachers, digital competence is defined as the ability to acquire and apply new knowledge using information technologies to solve complex problems in professional and educational contexts.

Currently, university instructors work with students of Generation Z, whose values are still in the process of formation and whose socialization takes place in a digital environment. In the academic community, there are differing opinions regarding modern students: some emphasize the benefits of digital technologies in professional development, while others highlight their potential harm and addictive nature. Overall, Generation Z requires further research in both personal development and cognitive processes. The results of our survey of second-year students—future mathematics teachers—showed that digital technologies play a significant role in their lives. They prefer searching for information on the Internet and frequently use artificial intelligence in their studies. They consider practical classes conducted in interactive, group-based, and game-based formats, as well as discussion-based lectures, to be the most engaging and effective.

Practical experience of working with students shows that they value independence, individuality, and sincerity in communication; they are result-oriented and demonstrate productivity in cognitive activities. Nevertheless, they require continuous motivation, and their activities often depend on feedback from the audience. Taking into account these characteristics of “digital students,” tasks and algorithms for independent work in the methodology of teaching mathematics are formulated clearly and in detail. During classes, students presented the results of their independent work and received immediate assessment scores according to a cumulative grading system. In addition, considering that all students are capable of using various learning tools—such as educational videos, online platforms, mobile applications, and interactive tests—the course syllabus includes links to electronic learning resources.

Thus, digital technologies serve as an effective tool for motivating, engaging, and enabling self-expression among modern students, ultimately contributing to an increase in their cognitive activity.

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In the modern era of globalization, Kazakhstan's strategic priorities include preserving the national language and culture, as well as developing spiritual resilience and moral values among young people. President Kassym-Jomart Tokayev emphasized the importance of improving the quality of human capital and education based on spiritual values in his speech, emphasizing the need for the education system to produce not only professionals but also spiritually and morally mature individuals. At the crossroads of civilizations and growing cultural diversity, researching the impact of national language and cultural traditions on students' psychological well-being and academic performance is an extremely important topic.

This research aims to identify the impact of linguacultural language teaching and national traditions on students' psychological well-being and academic performance, drawing on contemporary empirical and theoretical studies published in international scientific databases (Scopus, Web of Science, Google Scholar, etc.).

The study analyzes the key concepts of social and cultural identity, acculturation, and multilingual education, as well as the benefits of positive psychology approaches in education. Current research shows that the preservation and development of the national language is an important factor in the formation of self-esteem, cultural identity, and psychological resilience in students. Furthermore, cultural identity has a positive impact on the successful adaptation of students to the socio-academic environment, especially in a multicultural educational environment.

The methodological basis of the work is a comparative analysis of international empirical studies, including meta-analyses, which show a significant positive correlation between students' psychological well-being and their academic performance. Furthermore, special attention is paid to the role of linguistic competence as a mediator between cultural identity and student academic performance, as well as the influence of the educational environment on the formation of a positive attitude toward learning.

The study's findings demonstrate that integrating national language and cultural traditions into the educational process effectively reduces psychological stress, increases motivation, and creates a comfortable academic environment, thereby improving students' psychological well-being and academic performance. In conclusion, the study confirms the need to develop language teaching strategies based on cultural heritage and national values as key factors in improving students' spiritual and psychological well-being, their personal development, and learning effectiveness.

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The rapid emergence of artificial intelligence (AI) tools has risen new opportunities to support students in developing evaluative judgment and feedback literacy in academic writing. However, learners may find AI generated feedback misaligned with assessment criteria, lacking practical relevance, or uncomfortable given its non-human source.

This paper examines the use of artificial intelligence (AI) to support the development of critical thinking and peer-feedback literacy in Academic Writing course among undergraduate IT students. The intervention employs a student-centered approach in which students first generate peer feedback independently, then interact with AI tools, and finally critically evaluate AI-generated suggestions before producing a revised response. It is argued that this structured critical engagement with AI can enhance the quality of peer-feedback and improve students’ academic writing performance. Using a classroom-based quasi-experimental design, the study analyzes changes in feedback quality and writing outcomes before and after the AI-supported intervention. Data sources include student writing samples, peer-feedback forms, and reflective responses. In contrast to concerns that AI-generated feedback may be misaligned with assessment criteria or lack practical relevance, this study suggests that guided interaction with AI can promote greater feedback specificity, encourage higher-order thinking, and strengthen students’ peer-feedback skills.

The findings are expected to demonstrate that integrating AI through a critical, human-centered framework provides a practical and pedagogically sound model for enhancing feedback practices in higher education. The study acknowledges several limitations, including the relatively small, single-institution sample (40 undergraduates students of Astana IT University, Kazakhstan), one assignment-based experiment. The paper potentially contributes to ongoing discussions on the effective integration of AI in feedback instruction practices and the development of students’ capacity to evaluate and question AI-generated outputs.