L.N. Gumilyov Eurasian National University, a dissertation defense for the degree of Doctor of Philosophy (PhD) by Kussainova Raisa Esenovna on the topic «Socio-pedagogical Support for the Innovative Activity of a University Teacher» to the educational program «8D01823 – Social pedagogigs and self-cognition».
The dissertation was carried out at the «Department of Pedagogy» of L.N. Gumilyov Eurasian National University.
The language of defense is russian
Official reviewers:
Zhampeisova Korlan Kabykenovna – Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of the Faculty of Pedagogy and Psychology of the non-profit joint-stock company “Abai Kazakh National Pedagogical University” (Almaty, Republic of Kazakhstan);
Stukalenko Nina Mikhailovna – Doctor of Pedagogical Sciences, Professor of the Department of “Pedagogy, Psychology and Age Development” of Pedagogical Institute of the non-profit joint-stock company “Shokan Ualikhanov Kokshetau University” (Kokshetau, Republic of Kazakhstan).
Temporary members of the Dissertation Council:
Tchoshanov Mourat Ashirovich – Doctor of Pedagogical Sciences, Professor of Higher Mathematics and Teacher Training, University of Texas (El Paso, USA);
Alibaeva Zhuldyz Yerkinovna – Doctor of Philosophy (PhD), teacher-researcher of the Higher School of Pedagogy of the non-profit joint-stock company “A. Margulan Pavlodar Pedagogical University” (Pavlodar, Republic of Kazakhstan);
Taybolatov Kuandyk Momyngazyuly – Doctor of Philosophy (PhD), Chief Scientific Secretary of the National Academy of Education named after Y. Altynsarin (Astana, Republic of Kazakhstan).
Scientific advisors:
Urazbaeva Gulsara Tundebaevna – Doctor of Pedagogical Sciences, Acting Professor of the Department of Pedagogy of the non-profit joint-stock company “L.N. Gumilyov Eurasian National University” (Astana, Republic of Kazakhstan)
Karabalaeva Gulmira Tashtanovna – Doctor of Pedagogical Sciences, Professor, Head of Pedagogy Department of Higher School at the Institute of Social Sciences and Humanities at J. Balasagun Kyrgyz National University (Bishkek, Kyrgyzstan)
The defense will take place on December 30, 2025, at 10:00 AM in the Dissertation Council for the training direction «8D018 – Training in social pedagogy» in the specialty «8D01823 – Social pedagogigs and self-cognition» of L.N. Gumilyov Eurasian National University. The meeting of the dissertation council will be held in both offline and online formats.
Link: https://clck.ru/3QWdNg
Address: Yanushkevich Street,6A, Room 106, Astana.
Abstract (English): ABSTRACT of the dissertation on the topic "Socio-pedagogical support of innovative activities of a university teacher" submitted for the degree of Doctor of Philosophy (PhD) in the educational programme 8D01823 – "Social pedagogy and self-awareness" by Kussainova Raisa Esenovna Defining strategic priorities, choosing models, and specifying the ways and features of the development of teaching staff in higher education institutions is one of the most difficult and responsible problems. Further progress of sovereign Kazakhstan on the path of deep socio-political and economic transformations depends on its solution. The Conception for the Development of Higher Education and Science of the Republic of Kazakhstan for 2023-2029 (approved by the Resolution of the Government of the Republic of Kazakhstan No. 248 dated March 28, 2023) notes that the education system in Kazakhstan is undergoing fundamental changes today, the essence and focus of which are determined mainly by the training of competitive personnel in higher education institutions. Therefore, educational reforms should reflect all the best that has been accumulated by the history of the development of the national education system and the attempts to transfer foreign reformation experience, scientifically and theoretically substantiating the need to identify pedagogical conditions and mechanisms and to introduce into the practice of education in Kazakhstan. Modern higher education is facing rapid changes in the socio-cultural, economic and technological context, requiring university professors to constantly update their teaching methods and approaches. In such conditions, innovation activity becomes an integral component of the professional activity of a university teacher. However, successful implementation of innovations requires not only professional competence, but also sustained social, psychological, and methodological support from the educational and institutional community. In this regard, the problem of socio-pedagogical support for the innovative activity of a teacher becomes particularly relevant. In the context of higher education, innovation is defined as the process of creating and putting into practice new pedagogical technology, teaching strategies, and student interaction forms and tools with the goal of raising educational standards. As the focus of this action, the teacher frequently encounters a variety of objective and subjective challenges, such as coworkers' resistance, students' reluctance to change, a lack of resources, overloads, and personal obstacles including insecurity, fear of novel approaches, and professional burnout. All this indicates the need for targeted teacher support in the process of innovation. In this context, social and pedagogical support functions as a system of actions that creates advantageous circumstances for professional growth, self-actualization, and the effective manifestation of the teacher's creative potential. This support includes both organisational and methodological, as well as psychological, communicative, adaptive and motivational components. Of particular importance is the creation of professional interaction environment in which the teacher receives feedback, support, and recognition from colleagues. At present stage, departments, centres of innovative education, advanced training departments, and psychological and pedagogical aid services currently play a significant role in social and pedagogical support. At the same time, effective social and pedagogical support is impossible without active participation of the teacher himself as a reflective subject capable of introspection, self-education and comprehension of professional experience. Thus, social and pedagogical support should not only be an external form of support, but also an incentive for internal transformation and professional growth. The Concept for the Development of Higher Education and Science of the Republic of Kazakhstan for 2023-2029 pays special attention to human resources, one of the main tasks of which is to ensure high status of the teaching profession and to modernise teachers’ education. Despite the growing interest in the topic of innovation in higher education pedagogy, the issue of its support has not been fully studied in the scientific literature. The focus is mainly on the methodological and technological aspects of innovation, while the socio-pedagogical conditions of this activity and support mechanisms remain on the periphery of research attention. This determines the scientific and practical significance of this study. The Law of the Republic of Kazakhstan "On Science and Technological Policy" dated July 1, 2024 No. 103-VIII, in Article 12 "Scientific activities of organisations of higher and (or) postgraduate education" states that scientific, scientific-technical, and innovative activities are the main activities of universities and organisations of postgraduate education. The law stipulates that research and development activities are carried out within the framework of this activity, which are aimed not only at generating new knowledge, but also at their practical application in form of technologies, techniques, and innovative solutions. Special emphasis is placed on the need to develop innovative activities that promote active participation of university researchers in the work of scientific laboratories and research centers. Thus, the regulatory documents emphasise the importance of the scientific and innovative component as the basis for the development of higher education, as well as the need to create conditions for the transfer of knowledge between science, education and practice. Accordingly, the socio-pedagogical support of the innovative activity of a university teacher is an important direction in the development of higher education, requiring systematic understanding, scientific analysis, and practical implementation. This direction contributes not only to the professional growth of the teacher, but also to the transformation of the entire educational environment of the university towards openness, flexibility and innovation. There are different approaches to defining the scope of the concept of "innovative activity of a university lecturer". The general understanding of the innovative activity of a university lecturer implies overcoming barriers and ensuring readiness for new transformations, new situations, and effective applications in practice. The issue of a university teacher's innovative activity guarantees the quality of instruction and encourages students' comprehensive and creative development throughout the educational process. This trend is evident in the educational environment, which both implements innovative activities focused on the provision of educational and research services, and ensures internal and external integration of the components of the educational process. The topic of the doctoral thesis is relevant in the light of the need to develop effective strategies for teachers’ support in the process of innovation. Analysis of current trends in education development shows that quality depends on completeness and effectiveness of the teacher's implementation of all his/her multidimensional functions. The degree of scientific development of the topic. The problem of innovative activity of a teacher is reflected in the works of such foreign scientists as S.R. Rudianti, Sharad Sinha, K. Cardoyo, S. Thomson, K. Haskeli and others. The problem of socio-pedagogical support of innovation activity in all its multidimensional aspects is considered in many works of leading scientists from neighbouring countries. Among authors who wrote about innovative pedagogical activity at various times are V.I. Zagvyazinsky, R.A. Akimov, N.E. Stenyakova, A.V. Khutorskoy, M.V. Kochetkov, B.A. Slastenin, L.S. Podymova, I.Ya. Lerner, E.S. Rapatsevich, R.Ya. Simonyan, E.Sh. Bekirova, Yu.V. Makarenko, G.A. Balykhin, I.F. Filchenkova, E.V. Gnatyshina, N.M. Borytko and others. The problem of educators' support was revealed by such scientists as L.V. Mardakhayev, A.M. Egorychev, K.P. Senatorova, E.I. Kazakova, E.B. Manuzina, V.P. Smorchkova, M.R. Bityanova, O.A. Gazman, E.S. Parshina, S.Y. Bashinskaya, E.V. Gutman, M.A. Varzanova, G.M. Lozhkova, L.V. Shirina and others. Important reference points in developing the topic under study were the works devoted to the study of the formation and development of the education system in Kazakhstan by such scientists and teachers of Kazakhstan as N.D. Khmel, T.S. Sadykova, A.P. Seitesheva, A.K. Mynbayeva. The issues of standardisation and modernisation of the educational content were considered by Sh.T. Taubayeva. A number of Kazakhstani scientists, such as Sh.T. Taubayeva, A.N. Teslenko, K. Kussainov, K.K. Shalgynbayeva, G.Zh. Menlibekova, K.R. Kalkeyeva, P.B. Seitkazy, G.K. Dolgambetova have made a significant contribution to the development of the issues of teachers' education, the formation of an innovative culture and professional self-development of teachers. In their works, special attention is paid to conditions for encouraging the innovative activity of teachers and the formation of their sustainable motivation for self-development and involvement in the university's transformative processes. In recent years, such scientists as G.T. Urazbayeva, G.N. Ksenzhik, T.K. Igisinov, D.I. Mukhatayeva, K.Zh. Azhibekov, G.A. Bahramova, R.R. Masyrova have been engaged in research on the problems of innovation activity. The studies by K.T. Atemova, G.K. Kurmanayeva, T.A. Badambayeva, B.I. Sarsembayeva and others are devoted to socio-pedagogical problems. However, despite a fairly rich theoretical and methodological base, it should be noted that the mechanisms of socio-pedagogical support for the innovative activity of a teacher as an integral process have not been fully studied and require further research and scientific systematisation. Thus, the topic of socio-pedagogical support for the innovative activities of university teachers requires further scientific development, especially in current conditions of modernisation of higher education, the incorporation of digital technologies into the educational process, and the increased requirements for the quality of teaching. The thorough study of the literature and teaching practice at higher education makes it possible to identify a number of contradictions that complicate the process of socio-pedagogical support for the innovative activity of a teacher. The most important of these are the following contradictions: - contradictions between the need to actively introduce innovations and the lack of readiness of teachers for them; - contradictions between the requirements for the modernisation of education and weak system of socio-pedagogical support for the innovative activity of a teacher; - contradictions between scientific developments in the field of pedagogical innovations and their insufficient application in educational practice. In the context of the transformation of higher education, these inconsistencies highlight the critical need for integrated approaches to the organisation of socio-pedagogical support for instructors. The problem of socio-pedagogical support for the innovative activities of university teachers is conditioned by the need to ensure the sustainable professional development of teachers in the context of constant changes and modernisation of the higher education system. A modern teacher is faced with the requirement not only to transfer knowledge, but also actively engage in advanced coursework, projects, and novel activities, all of which call for a particular level of inventive abilities, motivation, and socio-pedagogical support. However, in practice, most universities do not keep to a systematic model of socio-pedagogical support for the innovative activity of a teacher, which focuses on creating conditions for incorporating innovations in teaching. This leads to a decrease in teachers' performance, formal attitude towards innovation, and resistance to any changes. In this regard, there is a need for scientific validation and the creation of an efficient social and pedagogical support system that can guide and encourage a university instructor's innovative endeavours. Based on the aforementioned, it can be observed that while both domestic and international researchers have examined the issue of innovation activity, the socio-pedagogical support of a teacher's innovative activity has not been examined as a separate research problem, which allowed us to choose the research topic: "Socio-pedagogical support of the innovative activity of a university teacher." The purpose of the research is a scientific and theoretical substantiation of the structural and substantive model of socio-pedagogical support for the innovative activity of a teacher and an experimental verification of its effectiveness. The object of the research is the innovative activity of a university lecturer. The subject of the research is the process of socio-pedagogical support of the innovative activity of a university teacher. The main point of the study is that university lecturers can effectively carry out innovative activities if provided targeted social and educational support, which boosts their involvement in innovative activities and helps them overcome barriers to implementing innovative activities. Research hypothesis: if we model the process of socio-pedagogical support for the innovative activity of a university teacher based on scientific definition of the essence of the innovative activity of a university teacher and take into account the whole complex of socio-pedagogical factors for successful innovative activity of a university teacher, as well as barriers to the implementation of his/her innovative activities, then the formation of components of teachers’ innovative activity will proceed effectively, as they will be implemented in unity with personality-oriented, systemic, competency-based, and axiological methodological approaches. In connection with this goal, the following objectives were put forward: 1. To reveal the essence of the concepts "innovative activity", "innovative activity of a university teacher", "socio-pedagogical support of innovative activity of a university teacher". 2. To identify the socio-pedagogical factors contributing to successful innovative activity of a university teacher. 3. To develop a structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher. 4. To experimentally test the structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher and to verify the effectiveness of its application. The theoretical and methodological basis of the dissertation research is based on a wide range of philosophical, pedagogical, and socio-pedagogical approaches presented in various sources of scientific literature: - innovation concepts that reveal the essential characteristics of this phenomenon are proposed in the by R.A. Akimov, V.S. Lazarev, G.V. Lavrentiev, R.Ya. Simonyan; - the works with systematised approaches to the problem of innovative activity of a university teacher (I.S. Yakimanskaya, M.V. Tsiulina, A.A. Nogina, V.A. Belikov, A.V. Savitskaya works, V.Ya. Lyaudis, L.V. Bayborodova, I.V. Blauberg, G. Trushnikova, I.V. Vachkov, L.A. Regush, A.V. Orlova, S.S. Aldabergenova, I.A. Zimnaya, E.F. Zeer, I.P. Medentseva, G.A. Ignatiyeva, G.K. Sholpankulova, J.N. Toktarbekova, S.I. Maslova, I.F. Issayeva, E.N. Shiyanova, M.G. Plemeyuk, I.B. Bicheva and others); - studies on the influence of socio-pedagogical factors that affect the innovative activity of university teachers, by such authors as A. Azhibayeva, G. Abduvalieva, A. Poncelet, S. Bircha, T.A. Stepanova, R. Atakhanova, I.A. Protassova, I.B. Belyavskaya, B.F. Raisky, V.G. Onushkina and others. The methodological basis is determined by the provisions of personality-oriented, systemic, competence-based, axiological approaches, which allow us to comprehensively consider the process of socio-pedagogical support for the innovative activity of a teacher. Research methods: - theoretical research methods: analysis, comparison, classification, generalisation, study and analysis of philosophical, socio-pedagogical literature, normative documents, comparative analysis of scientific and methodological literature, modeling; - empirical research methods: questionnaires, testing, observation, pedagogical experiment; - methods of quantitative and qualitative processing of diagnostic data. The data obtained during the study was processed with the Microsoft Excel and version 23 of the SPSS statistical application software. The scientific novelty and theoretical significance of this study lies in the following: 1) in revealing the essence of the concepts of "innovative activity", "innovative activity of a university teacher", "socio-pedagogical support of innovative activity of a university teacher"; 2) in determining the socio-pedagogical factors contributing to successful innovative activity of a university teacher; 3) in scientific substantiation and development of a structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher; 4) to confirm the effectiveness of the developed structural and substantive model of socio-pedagogical support for the innovative activities of university teachers through experimental research. The practical significance of the research of this work is expressed in the fact that its results provide specific recommendations and tools for providing effective socio-pedagogical support for the innovative activities of university teachers. The developed structural and content model can serve as a basis for creating practical programmes aimed at supporting and developing innovations in the educational process. The main provisions submitted for defense: 1. The essence of the concepts "innovative activity", "innovative activity of a university teacher", "socio-pedagogical support of innovative activity of a university teacher". 2. A set of socio-pedagogical factors contributing to successful innovative activity of a university teacher. 3. Theoretical substantiation of the structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher. 4. The results of the experimental approbation of the structural and content model of the socio-pedagogical support for the innovative activity of the university teacher. The reliability and validity of the main scientific results are ensured by a systematic approach to analysing the problem of socio-pedagogical support for the innovative activities of university teachers, using scientific and statistical material, using methods of analysis, interpretation and generalisation of results, as well as verifying the data obtained, conclusions and developed scientific and methodological recommendations. Approbation and implementation of research results. 10 papers have been published on the subject of the dissertation research in total: 3 articles in academic journals recommended by the Science and Higher Education Quality Assurance Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan, 2 articles in foreign academic journals indexed in the Scopus database, 3 articles in collections of materials indexed by the Russian science citation index, 2 articles in international conferences in Kazakhstan. The results of the study have been published in scientific journals included in the Scopus database «European Journal of Educational Research» (2023); «Education Science» (2024), in the journals recommended for publication by the Science and Higher Education Quality Assurance Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan: Bulletin of the L.N. Gumilyov Eurasian National University (2023, 2024); Bulletin of the Yasavi University (2024), and also in the material of International scientific and practical conferences in Kazakhstan and neighboring countries. Stages of research: The first stage of the study (2020-2021) is the theoretical and methodological stage. At this stage, scientific research on the problem of socio-pedagogical support of the teacher was analysed, the methodological apparatus of the dissertation research was developed, as well as the analysis of regulatory and legal documents was carried out, the methodological basis of the research was determined, and the socio-pedagogical factors for successful innovative activity of the university teacher, as well as barriers to the implementation of his/her innovative activities were identified. The second stage of the study (2021-2022) is the practical stage of the research problem. This stage included choosing diagnostic tools, creating a structural and substantive model of socio-pedagogical support for a university teacher's innovative activity, creating a program for socio-pedagogical support for innovation activities, and designing the technologies and procedures used to put the model into practice (Appendix A). The third stage of the study (2022-2023) is the pilot stage. At this stage, experimental verification and analysis of the results of experimental work on the approbation of a structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher was carried out, mathematical processing of the results was carried out, and scientific and methodological recommendations were developed. Research base: L.N. Gumilyov Eurasian National University. The structure of the dissertation includes an introduction, three sections, a conclusion, a list of sources used, and appendices. The introduction substantiates the relevance of the topic, defines the purpose and objectives of the research, object, subject, hypothesis, characterises the methodological basis, reveals its scientific novelty, theoretical and practical significance, and presents the main provisions submitted for defense. The first section, "Theoretical and methodological foundations of socio-pedagogical support for the innovative activity of a university teacher," reveals the essence of the concepts "innovative activity," "innovative activity of a university teacher," "socio-pedagogical support for the innovative activity of a university teacher," defines the methodological basis for the implementation of socio-pedagogical support for the innovative activity of a university teacher. The paper reveals methodological approaches to the socio-pedagogical support of the innovative activity of a university teacher, as well as highlights the key socio-pedagogical factors influencing the effectiveness of the innovative activity of a university teacher. In the second section, "Modeling the process of socio-pedagogical support for the innovative activity of a university teacher," a structural and substantive model of socio-pedagogical support for the innovative activity of a university teacher is substantiated, a methodology for diagnosing the level of formation of the innovative activity of a university teacher is described, and organisational and pedagogical conditions for socio-pedagogical support for the innovative activity of a university teacher are identified. The third section, "Implementation of the model of socio-pedagogical support for the innovative activity of a university teacher" describes experimental work on testing the model of socio-pedagogical support for the innovative activity of a university teacher and presents the findings of diagnostics of the degree of formation of a university teacher’s innovative activity. In conclusion, the main conclusions and recommendations on the objectives of the dissertation are presented. The bibliographic section contains a list of references. The application consists of the research methods and guidelines, the act of implementation, and the copyright certificate.
Conclusion of the Research Ethics Committee
Defense of the dissertation: https://www.youtube.com/watch?v=QhxODiHW7a8
