TEACHING "ABAY'S WORDS OF EDIFICATION (QARA SOZ)" BASED ON MURSEIT'S MANUSCRIPTS: METACOGNITIVE STRATEGIES AND METHODS
DOI:
https://doi.org/10.48371/PEDS.2026.82.3.023Keywords:
Abai's edification, Murseit manuscripts, metacognitive learning, methodological model, textual analysis, scientific and cognitive competence, empirical research, survey, methodsAbstract
The article explores metacognitive approaches to teaching Abai’s Words of Edification based on the Mürseyit manuscripts and emphasizes their role in developing students’ cognitive and reflective abilities. The relevance of the study lies in the need to foster metacognitive skills in higher education through the conscious study of Abai’s literary heritage using authentic manuscript sources. This approach promotes deeper text comprehension, independent reasoning, self-regulation, and objective self-assessment while enhancing students’ scientific and cognitive competencies.
The purpose of the study is to identify effective methods of organizing students’ learning activities through the metacognitive teaching of Abai’s Words of Edification using the Mürseyit manuscripts. Particular attention is paid to the comparative analysis of manuscript texts for interpreting the philosophical and educational ideas of Abai and stimulating students’ cognitive engagement.
The research employed comparative analysis, empirical methods, questionnaire survey, and statistical analysis. The survey was conducted among 62 second- and third-year students of Khoja Akhmet Yassawi International Kazakh-Turkish University to examine their perceptions of learning Abai’s Words of Edification through the Mürseyit manuscripts. The collected data were processed using SPSS Statistics 26.
The findings indicate that teaching Abai’s Words of Edification through the Mürseyit manuscripts contributes to deeper text comprehension, stronger analytical thinking, and the development of metacognitive skills. The proposed methodological framework supports students in planning, monitoring, and evaluating their learning activities while encouraging informed selection of learning strategies. The study has both scientific and practical significance by advancing literary education and demonstrating the effectiveness of integrating metacognitive approaches into the teaching of Abai’s works in higher education.
