Evaluating and redesigning the teaching practices of the Kazakh Mythology- engraving techniques.

The study was designed to explore and develop art students' interest and engagement in Kazakh mythology and using engraving techniques. The archetypic and challenges of Kazakh mythology in art students were not previously explored. Therefore, the need for study in this domain was essential to cover the gap in the literature. The gap has been recently discovered by Kazakh scholars although it has been explored by foreign authors but the authenticity of such studies remains a question. The study was experimental and the results show a strong association between art's student's engagement with Kazakh mythology using engraving techniques. Moreover, the elective course was selected by 90% class of the art students voluntarily. The teaching method developed for the study provides strong results and the outcome of the experiment was well above 80%. The study used a systematic method along with comparative analysis based on Kazakh myths, culture, ethnology, folklore, mythology, and archeology.

Investigating the conception of collaborative learning (CL) and student engagement in the acquisition of practical skills (SEPSA) among prospective physical education and sports students.

The study aims to explore the association between collaborative learning and practical skills acquisition (SEPSA) among 310 students from second-year, third-year, and fourth-year (First stage of higher education) from the Institute of Arts, Culture, and Sports- Abai Kazakh National Pedagogical University. The data was collected using the time-lag approach at three intervals; 3rd week, 7th week, and 14th week. The mediation analysis suggests that collaborative learning (CL) has a positive mediating association with self-efficacy, and student engagement in practical skills acquisition (SEPSA). Additionally, collaborative learning (CL) has a positive mediating association with value-benefits, and practical skills acquisition (SEPSA). Furthermore, Collaborative learning (CL) has a positive significant association with practical skills acquisition (SEPSA). Our findings highlight the important potential of CL for increasing SEPSA. The finding of the study has implications for higher education teachers, students, administrators, and policymakers for developing more effective teaching and learning approaches using the concept of sharing and discussion with a specific focus on students' engagement.