Бастауыш сынып оқушылары арасында позитивті қарым-қатынасты қалыптастыруда «Blended learning» технологиясы

Abstract

This scientific study examines the potential of the "Blended Learning" technology in the context of inclusive education for fostering positive relationships among primary school students. During the research, an analysis of the concept of "Blended Learning" was conducted, along with a review of the theoretical and applied foundations of its effective models (blended model, flexible model, supplementary model, online experience model, and the taxonomy of "Blended Learning"). Special attention was given to the impact of the key principles of "Blended Learning" technology on creating a comfortable and accessible educational environment at the primary school level, as well as its potential as a fundamental condition for the educational space. The formation of positive relationships among primary school students was considered in the context of children with special educational needs. In this regard, the study covered the necessity of adhering to relevant conditions and requirements that take into account the psychological and individual characteristics of children. Additionally, the research analyzed the attitudes of primary school teachers toward students with special educational needs, including their emotional perception, interaction experience, communication challenges, as well as the specifics of understanding and accepting such children in the educational environment. The study results were analyzed both quantitatively and qualitatively, leading to the formulation of concrete conclusions and recommendations.