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The application of an integrative approach in fairy tale therapy is a cutting-edge method for safeguarding the mental well-being of the younger generation in the era of digital education. The unique aspect of integrative fairy tale therapy is the integration of various methodologies, pedagogical approaches, linguistic techniques, art history, and psychotherapeutic methods within a single fairy tale framework. These are then tailored to the individual psyches of children, with the aim of fostering a well-rounded and healthy personality. Utilising fairy tale therapy techniques in the spiritual and moral growth of students can provide valuable insights into the effective implementation of fairy tale therapy programmes for preschoolers and schoolchildren. These programmes are rooted in the rich oral folk art of the Kazakh people and encompass a harmonious blend of spiritual, national, and universal values. The article reveals theoretical and methodological, general cultural and educational, psychological aspects of the study of fairy tale therapy as an integrative technology. The literature review of the main types of fairy tale therapy is also carried out, the functions of fairy tales are reveale. The educational, developmental, and cognitive possibilities of fairy tales are extensively utilised in academic and correctional-developmental activities with students. The importance of preparing future philologists, art historians, social teachers, psychologists, and kindergarten teachers in utilising fairy tale therapy techniques as an integrative technology is emphasised. The article discusses the theoretical, methodological, cultural, educational, and psychological aspects of fairy tale therapy as an integrative technology. This research is funded by the State Institution "Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan" under the project IRN AP19679368, which aims to preserve the psychological health of the younger generation in the context of digitalization of education.

This study explores the reading strategies (RSs) of bilingual and monolingual young learners in their first and second languages (L1 and L2, respectively)--either Kazakh or Russian as the L1 and L2--and English as a foreign language (L3). It also examines the influence of RSs on the learners' performance on reading comprehension tests in the three languages. The test results showed significant differences in L1, L2, and L3.The results for reading achievement were generally poor but significantly different between the monolinguals and bilinguals. No significant gender differences were found in the reading test results or in the use of reading strategies while reading. However, the analysis indicated that although the probability of using other strategies while completing the tasks in L1, L2, and L3 was clear, more bilingual learners used advanced RSs than monolinguals. The findings on RSs provide an in-depth understanding of the differences between young, bilingual, and monolingual Kazakhstani learners in their use of RSs while reading in their respective languages. The results have significant implications for practice, suggesting placing more emphasis on developing reading strategies while learning how to read in the first and second languages.

Our study intends to investigate novel approaches and strategies for assisting high school students in choosing their career routes. Our methodology blends theoretical foundations with empirical verification, integrating unconventional methods that, although controversial in scholarly circles, present fresh insights. In light of the significant changes in public discourse that have occurred in the 21st century, it is critical that the country’s youth get good career guidance. The process of determining one’s life and career path begins well in advance of enrolling in a university or college, frequently in the early years of education. Therefore, it becomes necessary for comprehensive schools to create settings that support sound vocational orientation and self-discovery. Considering the current trends, it is imperative that our educational institutions improve the caliber of job counseling. We have incorporated components of the approaches advocated by a well-known German consultant, coach, and speaker who is well-known throughout the world and whose works have had a lasting impact on the area.

The standards for the personal attributes of graduates of educational institutions, especially those with special needs, evolve in response to shifts in society. After all, they integrate seamlessly into society. Graduates must cultivate socially significant personal attributes in order to boost their flexibility. The application of technological components for the growth of critical thinking facilitates this. A person’s personality is formed, and the development of their critical thinking skills is useful for autonomous thought. Students in a biology class are taught to think critically, analyze arguments, assess the validity of information sources, and come up with alternative answers within the framework of critical thinking technology. Biology lessons were taught during the study via a variety of techniques to foster critical thinking. Students with special needs participated in a survey at the end to provide input. According to the study, teaching exceptional children to think critically improves their capacity for problem solving as well as their level of engagement and confidence. The study’s findings demonstrate the necessity of greater investigation into strategies for teaching critical thinking in order to serve a larger number of kids with special needs.

The article presents the biological features of Arctium tomentosum Mill. in natural and sowing conditions, the changes in morpho-anatomical structure of vegetative organs in ontogenesis. The growth rate of the germinal root was quite active, and the formation of many lateral roots was observed at the juvenile stage of life. There was an increase of the neck of the germinal root in the immature state, the formation of primary and secondary lateral roots in length, and an increase in the level of growth of the germinal root in the virginal age state. In the generative state, in the second year of life, the lateral roots form two distinct layers. The seed shell in the natural environment is lamellar, without protein, the seed is well ripened. In the next juvenile state, it was observed that the components of the xylem and phloem were not fully formed in the leaf-like cotyledon, with an underdeveloped mesophyll, of a homogeneous type. The first anatomical features in the root structure have been clarified. The size and shape of mesophyll cells are stable, columnar and loose parenchyma are determined, conductive tissues are formed. The anatomical structure of the root undergoes a period of over-development. In the generative state, the size of the central cylinder increased in the structure of the root, the layer of cutin thickened on the leaves, and the layer of columnar mesophyll containing chlorophyll grains increased. There was an accumulation of idiotic cells and needle-like calcium oxalate druzes in the root. [ABSTRACT FROM AUTHOR]

The problem of psychological and pedagogical readiness of the future teachers for moral and spiritual development of high-school students should be considered in the context of holistic manifestation of all aspects of personality. In this regard, one of the most urgent tasks is to identify the professional and personal characteristics that influence the readiness of the future teacher already at the stage of training at the Institution of Higher Education to teach "Self-cognition" discipline. At the same time, the basis of psychological and pedagogical training of the future teachers should be capability for conscious spiritual and professional growth, responsibility for activities in the formation of students' worldview and behavioral guidance through the prism of universal human values, development of their need for self-cognition and creative self-realization.

This article analyzes the concepts and role of environmental education of the population, and also discusses the problems of forming an ecological outlook among young people in the Republic of Kazakhstan. Solving global issues, including environmental protection, fighting the consequences of the environmental crisis, is comprehensive, including in the field of education. The solution to the vital environmental issues and problems faced by the world community is largely correlated with the prosperity of environmental education and the upbringing of the future generation. In this regard, the pedagogical and social aspects of environmental education and the education of young people is the main issue in the period of modernization in Kazakhstan. The problem of environmental education of young people should be regarded as a sovereign and self-valuable area of the educational development of the people’s personality. The characteristic features include understanding of the goals, objectives and detectors of the effectiveness of education, the orientation of educational interaction in solving global and local environmental issues, reinforcement of environmental education and practical activities of public non-governmental organizations.

Our study showed that the anthropogenic impact on the flora of the study area, including agricultural activities, is growing every year. This complex research has been conducted in Almaty Province on the 6 populations of the four rare and endemic plant species (Ikonnikovia kaufmanniana, Limonium michelsonii), taking into account the total number, age spectrum. An analysis of the density and age structure of the populations Ikonnikovia kaufmanniana showed that the age range of the population 1 and 2 account for maximum virginal individuals and in the population of 3 generative individuals. The results of the study of the age and condition of life Limonium michelsonii in different parts of the three populations showed that a young virginal (64.6%) and generative individuals (23.6%) and in the population 2, the maximum is in juvenile (54.5%) and (20.49%) individuals and population 3 maximum occurs at a young virginal (38.9%) and (29.4%) individuals.