adaptation problems

This Special Issue (SI) explores how language, identity, and power intersect in multilingual, multicultural, and digitally mediated environments—from households and classrooms to boardrooms and online platforms. The SI centers on historically underrepresented perspectives in the field, especially those from non-Western and Global South contexts. Challenging the dominance of Western-centric frameworks, the contributors highlight how colonial legacies, indigenous knowledge, and regional dynamics reshape intercultural theory and practice. In the opening article, “knowledge strategies” are introduced that position indigenous perspectives as global contributions, reframing community building as a third key dimension of intercultural communication alongside interaction and exchange. Subsequent articles adopt a decolonial, multilingual, and multiscalar lens. Topics include family language policy, bilingual development, youth identity in digitally saturated settings, and multilingualism in corporate communication. Digital media emerges as both a communication tool and a contested space where ideology and identity are negotiated. Two articles examine how media shape public discourse. The SI concludes with a study exploring students’ development of intercultural competencies and proposing inclusive co-curricular strategies. Together, these contributions reconceptualize intercultural communication as a dynamic, plural, and power-laden process. By amplifying diverse voices, this SI expands the field’s boundaries and advances a more inclusive global conversation on what it means to communicate—and coexist—across cultures.

This study examines the impact of an educational program based on artificial intelligence (AI) on improving social intelligence among Oralman students (a group of repatriates from among ethnic Kazakhs who faced unique integration problems in Kazakhstan). The main objective was to assess whether targeted interventions can effectively improve social skills that are crucial for successful social integration. The study involved 300 students aged 20 to 22 years, divided into experimental and control groups. Students participated in a six-month AI program designed to develop social intelligence using interactive tools and modeling. Pre-test and post-test assessments used the Tromso social intelligence scale (TSIS), focusing on areas such as social information processing, social skills, and social awareness. Following the intervention, the outcomes revealed that the experimental group had made notable progress in every area that was examined. Specifically, in this group, the overall score increased significantly from 59.37 to 82.33, and the average post-test scores climbed to 25.87 for social information processing, 27.33 for social skills, and 29.13 for social awareness. On the contrary, minimal changes observed in the scores of the control group emphasize the effectiveness of the AI-based program. The analysis of secondary data further confirmed the results: t-tests showed statistically significant differences in the post-test scores between the groups. The progress of the experimental group highlights the potential of AI-based educational tools in the development of basic social competencies, offering promising opportunities to support the integration of Oralman students into Kazakh society.

The present study aimed to elucidate the concept of
communicative competence and its significance in shaping the
perspectives of students within the context of Uzbekistan. The
objective of the study was to elucidate the significance of activity-based
instruction in English language teaching for enhancing the
communicative proficiency of students in the context of English as a
foreign language. Furthermore, a significant number of ESL learners
struggle to demonstrate communicative competence when utilizing
English in diverse contexts. The objective of this research is to examine
the level of awareness among Uzbekistani students of ESL regarding
communicative competence, as well as its practical value and influence
within the country. A modified multiple-choice survey was distributed
to a sample of 602 ESL students using Google Forms, an online survey
platform. The findings indicate that there were notable variations in the
perceptions of ESL learners regarding the efficacy of communicative
competence. The results of the study indicate that a significant
proportion of students hold favorable attitudes towards the adoption of
communicative competence within the national context.

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity
in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge
and international integration of education, the growth of academic mobility and the expansion of intercultural
communications.
Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features
of educational programs of higher education based on the study and generalization of the experience of Kazakhstani
universities.
Methodology and research methods. Based on the content analysis of normative documents on education, the
content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt
to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the
country and show its features.
Results. The authors present the results of an analysis of the structure and content of bachelor educational
programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize
that the formation of national identity among the younger generation and filling it with semantic content is
considered by the Kazakh academic community as an important state task, as a foundation for the cohesion
and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the
higher education system have been developed at the state level and are implemented in university training and
educational practices. The national component of bachelor's degree programs, focused on formation of national
identity, is provided by the content of general education humanities and language disciplines. University programs
are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a
list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The
principles of academic freedom allow universities to enhance the national flavor of educational programs by filling
elective courses with national content.
Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs
universities does not at all seem to be an axiom that contradicts the processes of internationalization of education.
Universities around the world use various mechanisms to ensure the national identity of their programs, making them
more attractive to students in the context of the development of intercultural communication. Kazakh universities are
still gaining experience, but it may already be of interest from the point of view of accumulating practical experience.
The practical significance of the study lies in the formulation of the problem as one of the important discourses in
higher education. The results of the study will make a certain contribution to the understanding of the mechanisms
and factors influencing the provision of national identity of educational programs using the example of a specific
country. The article contributes to the scientific conversation about the meaning of national identity and can be a
contribution to the study of the problems of forming the national identity of the younger generation.

This article examines different aspects of the oralman students’ socio-linguistic adaptation. Scientific research has identified various obstacles oralmen face when studying at Universities in Kazakhstan, especially in the context of the English language studying process. The data used in this paper explores certain peculiarities of oralman students’ adaptation to new educational environments, their attitude towards English, and their difficulties in advancing in foreign language learning. The electronic questionnaires, which included the Likert scale, multiple choice and open-ended questions, were offered to 600 students, while interviews were conducted with 90 students in the last stage of the research. Descriptive statistics and one-way analysis of variance were used to analyze the data. The scientific findings indicated some unexpected difficulties in the oralman students’ socio-linguistic adaptation, which decreased their motivation for learning the foreign language and reduced...

The aim of the current research study was to examine the dynamics of foreign language competence as applied in a programme designed for foreign language competence development in an academic environment. The programme, named The Linguistic Intervention Programme, represented a variety of active social learning techniques, self-regulated learning and a set of specific foreign language teaching strategies. One hundred and three university students participated in the research experiment. The research method utilized a foreign language proficiency test to serve as the appropriate tool to study the effects of the LIP techniques on the sample. The findings reveal that the result of the LIP in foreign language competence does not depend on the selection of foreign languages, meaning that the LIP is efficacious no matter what language is used in application of the techniques.

What challenges in online learning did Kazakhstani university students face during the Covid-19 pandemic? The topic of COVID-19 is still relevant since the consequences that it left changed the way of life of people and also affected the general character of humanity During the online training, the big problem was that some students were not provided with gadgets for comfortable learning. That is technical difficulties.

Position of any language in the world today is supported by its place in the educational system. The Uzbek language in today's world is one of the most actively-used languages, which results in increase of its study abroad. The Uzbek language today is spoken by over 30 million people in the world. It is studied in foreign educational institutions of several countries as a mandatory or optional subject. The Uzbek culture and history of the language play a major role in enhancing the motivation to learn the Uzbek language in the world, along with a professional factor. The rich Uzbek language has ancient background. In its origin it belongs to the Turkic group of the Altai language family, which originated in the era of the Turkic-Yenisei alphabet formation. The phenomenon of interest in the ancient Uzbek culture, wealth of Uzbek classical literature and folklore texts, phraseology, proverbs and other cultural elements, their thematic variety, originality and uniqueness of expression means of speech etiquette and speech culture of the Uzbek people,

The world lives in the era of conflict, when the safety and well-being of states or individuals to a large extent depend on the availability of well-trained professionals who are able to perform mediating functions, keeping in mind ethnic, national, political, cultural and other differences between conflicting sides. However, employers increasingly claim that todays graduates lack the skills required for conflict management and mediation even in homogeneous working environments, let alone multinational teams and international interaction. This problem is particularly relevant for the field of international relations where conflict resolution by peaceful means is very important. Countries with transition economies, such as Russia and Kazakhstan, where there is a gap between labor market requirements and university teaching practices, have been searching for new ways to educate and train young specialists. This article presents the preliminary results of a collaborative project betwee...

This article examines different aspects of the oralman students’ socio-linguistic adaptation. Scientific research has identified various obstacles oralmen face when studying at Universities in Kazakhstan, especially in the context of the English language studying process. The data used in this paper explores certain peculiarities of oralman students’ adaptation to new educational environments, their attitude towards English, and their difficulties in advancing in foreign language learning. The electronic questionnaires, which included the Likert scale, multiple choice and open-ended questions, were offered to 600 students, while interviews were conducted with 90 students in the last stage of the research. Descriptive statistics and one-way analysis of variance were used to analyze the data. The scientific findings indicated some unexpected difficulties in the oralman students’ socio-linguistic adaptation, which decreased their motivation for learning the foreign language and reduced...

The world lives in the era of conflict, when the safety and well-being of states or individuals to a large extent depend on the availability of well-trained professionals who are able to perform mediating functions, keeping in mind ethnic, national, political, cultural and other differences between conflicting sides. However, employers increasingly claim that today's graduates lack the skills required for conflict management and mediation even in homogeneous working environments, let alone multinational teams and international interaction. This problem is particularly relevant for the field of international relations where conflict resolution by peaceful means is very important. Countries with transition economies, such as Russia and Kazakhstan, where there is a gap between labor market requirements and university teaching practices, have been searching for new ways to educate and train young specialists. This article presents the preliminary results of a collaborative project between Petrozavodsk State University of the Russian Federation and Gumilyov Eurasian National University of the Republic of Kazakhstan. The project includes a set of dialogue-and polylogue-based learning activities with special focus on addressing any discrepancies, misunderstandings and divergence of views. The aim of the paper is to assess the impact of professionally oriented cross-border communication in the English language on the readiness of international relations students from Russia and Kazakhstan for resolving future professional disputes through mediation. The authors used formal structured questionnaires with closed-ended questions for obtaining necessary data and the comparative analysis method for interpreting them. The results suggest that systematic English-language cross-border communication in a realistic work-like environment will demonstrate the importance of mediation as a component of professional communicative competence to the students and will better prepare future foreign affairs staff for conflict resolution and mediation.

In our study, the competence approach to teaching brings out the essence and structure of the professional competence of students in the field of multimedia technologies and in accordance with the definition of new methods, means and forms of education, also the researchers indicate the goal, objectives and content of this process. Depending on the main idea in different years in pedagogy and psychology developed various learning technologies, including targeting the formation of a systematic approach to the tools, techniques and methods of teaching. The ongoing reform of the high education system places high demands on the training of professionals encourages the search for new ways to improve the educational process in high school.

The paper presents the experience of implementing the ERASMUS+ project “Development of the Interdisciplinary Master's Program in Computational Linguistics at the Universities of Central Asia (CLASS)” No. 588545-EPP-1-2017-1-ES -EPPKA2-CBHE-JP-CLASS in seven universities in Central Asia, namely, in three universities of Kazakhstan (A. Baitursynov Kostanay State University, Eurasian National University named after Gumilyov, Al-Farabi Kazakh National University) and four universities in Uzbekistan (Urgench State University, Samarkand State Institute of Foreign Languages, Tashkent State University of the Uzbek language and literature, National University of Uzbekistan in Tashkent). The European participants in the CLASS project are: University of Santiago de Compostela, Spain; University of a Coruña, Spain; University of West Attica, Greece; University of Porto, Portugal; Adam Mickiewicz University in Poznań, Poland. The relevance of training in computational linguistics in connecti...

This work is devoted to the solving of one of the most important and urgent problems in the methodology of studying a foreign language – raising the level of students’ foreign language competence on the basis of different language systems phenomena comparative analysis with the use of teaching aids for intensification. The problem is to study the scientific basis, practical development and implementation of pedagogical support, including trilingual electronic resources, multimedia course, in the conditions of multilingual environment at the Kazakhstani technical university. The paper discusses the factors of multilingual environment at the technical university of Kazakhstan. The study combines the traditional and the innovative technological approaches. The article describes pilot implementation of copyrighted trilingual (English-Kazakh-Russian) training courses in the process of English language teaching as one of the conditions for the enhancement of students’ foreign language com...

The paper presents the experience of implementing the ERASMUS+ project “Development of the Interdisciplinary Master's Program in Computational Linguistics at the Universities of Central Asia (CLASS)” No. 588545-EPP-1-2017-1-ES -EPPKA2-CBHE-JP-CLASS in seven universities in Central Asia, namely, in three universities of Kazakhstan (A. Baitursynov Kostanay State University, Eurasian National University named after Gumilyov, Al-Farabi Kazakh National University) and four universities in Uzbekistan (Urgench State University, Samarkand State Institute of Foreign Languages, Tashkent State University of the Uzbek language and literature, National University of Uzbekistan in Tashkent). The European participants in the CLASS project are: University of Santiago de Compostela, Spain; University of a Coruña, Spain; University of West Attica, Greece; University of Porto, Portugal; Adam Mickiewicz University in Poznań, Poland. The relevance of training in computational linguistics in connecti...

The paper presents the experience of implementing the ERASMUS+ project “Development of the Interdisciplinary Master's Program in Computational Linguistics at the Universities of Central Asia (CLASS)” No. 588545-EPP-1-2017-1-ES -EPPKA2-CBHE-JP-CLASS in seven universities in Central Asia, namely, in three universities of Kazakhstan (A. Baitursynov Kostanay State University, Eurasian National University named after Gumilyov, Al-Farabi Kazakh National University) and four universities in Uzbekistan (Urgench State University, Samarkand State Institute of Foreign Languages, Tashkent State University of the Uzbek language and literature, National University of Uzbekistan in Tashkent). The European participants in the CLASS project are: University of Santiago de Compostela, Spain; University of a Coruña, Spain; University of West Attica, Greece; University of Porto, Portugal; Adam Mickiewicz University in Poznań, Poland. The relevance of training in computational linguistics in connecti...

The purpose of the paper is to assess the experience of Russian students in the online project class. The authors studied the impact of the international project "X-Culture" on the level of development of socio-cultural competencies of students and their knowledge of the English language. An additional aspect of the analysis was the question of the connection of students' perception of the goal of participation in the international project "X-Culture" with their self-motivation and self-assessment of the success of the results achieved. The study used both quantitative and qualitative methods-student testing, database analysis provided by the project "X-culture", and focus group records. The result of the participation has been inconsistent. As expected, such sociocultural competence as the level of proficiency in English increased among the majority of students, as confirmed by the values of the student's criterion for the results of language t...