Enhancing Logical Thinking Skills of Future Informatics Teachers through Artificial Intelligence

Madina Bokan; Jarkynai  Abdimalikkyzy; Adelia  Babaeva; Aida  Keldibekova; Sultan  Makpyr; Yessengali  Smagulov

doi:10.48161/qaj.v5n1a1329

Authors

Madina Bokan Department of Natural Sciences, Faculty of Natural Sciences, Zhetysu University named after Ilyas Zhansugurov, Taldykorgan 040009, Kazakhstan;
Jarkynai Abdimalikkyzy Department of Education, Faculty of IT, Osh State University, Osh 723500, Kyrgyzstan. State University, Osh 723500, Kyrgyzstan.
Adelia Babaeva Department of Education, Faculty of IT, Osh State University, Osh 723500, Kyrgyzstan. State University, Osh 723500, Kyrgyzstan.
Aida Keldibekova Department of Education, Faculty of IT, Osh State University, Osh 723500, Kyrgyzstan. State University, Osh 723500, Kyrgyzstan.
Sultan Makpyr Department of Natural Sciences, Faculty of Natural Sciences, Zhetysu University named after Ilyas Zhansugurov, Taldykorgan 040009, Kazakhstan;
Yessengali Smagulov Department of Natural Sciences, Faculty of Natural Sciences, Zhetysu University named after Ilyas Zhansugurov, Taldykorgan 040009, Kazakhstan;

DOI:

https://doi.org/10.48161/qaj.v5n1a1329

Abstract

Despite the increasing integration of artificial intelligence (AI) in education, its potential to enhance cognitive thinking skills—particularly logical thinking skills—among future informatics teachers remains underexplored. Addressing this gap, the present study examines the effectiveness of AI-based instruction in developing logical thinking and problem-solving abilities. Conducted within the broader context of educational modernization in Kazakhstan, the study investigates how AI tools influence students' intuitive understanding of abstract informatics concepts. A randomized controlled trial was conducted with 48 future informatics teachers from a university in Kazakhstan, divided into experimental and control groups. The experimental group received training using AI tools, while the control group followed traditional informatics instruction. The results indicate that the experimental group outperformed the control group in problem-solving tasks and exhibited significantly greater logical thinking skills. These findings highlight the potential of AI-based instruction in improving cognitive competencies essential for future educators in informatics. The study emphasizes the importance of integrating artificial intelligence in informatics education to promote logical thinking skills in future educators. It advocates for targeted support and training initiatives that will enable informatics teachers to use artificial intelligence tools effectively. This study contributes to the ongoing discourse on improving the quality of education in Kazakhstan and similar contexts through innovative pedagogical approaches. Finally, the study highlights the need for further research to investigate the long-term impact of artificial intelligence on teachers' pedagogical practices and student learning outcomes.

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