This study investigates the application and effectiveness of modern teaching techniques in improving reading literacy among elementary school students in Kazakhstan. In the rapidly evolving educational landscape, the integration of innovative pedagogical strategies is essential to foster student reading skills and general literacy. This study aims to explore how these modern teaching techniques can be applied to improve reading literacy among elementary school students in Kazakhstan. The study sample includes 64 respondents to the research. The key modern teaching techniques explored in this study include the use of digital learning tools, interactive reading sessions, differentiated instruction, and collaborative learning activities. The findings reveal significant improvements in reading literacy among students exposed to these techniques, highlighting the potential of modern pedagogy to bridge literacy gaps and promote educational equity. Furthermore, the study discusses the challenges and opportunities to implement these techniques within the Kazakhstani educational system. The results provide valuable information for educators, policymakers, and stakeholders aiming to improve reading literacy through innovative teaching practices.

This study seeks to explore the uses, behaviors and perceptions of university students regarding mobile phones to help elucidate whether there is a relationship between the use of mobiles and the academic performance of university students. A quantitative approach based on an ad hoc questionnaire, applied before the pandemic, was used to gather evidence in this regard, which revealed the uses and educational visions of mobile phones in a convenience sample of 314 university students from nine different degree courses in two Spanish universities. Three major conclusions are formulated as part of future lines of development. First, although there is frequent use of mobile phones, the image of the mobile as a learning resource in the university classroom does not reach one-third of students. Second, although this study does not determine the causal relationship, there is a statistically significant negative relationship between average grades achieved and hours of dedication to the mobile phone. Finally, students who are unable to spend more than one hour without checking their phone obtain a significantly lower average mark than those who can stay more than one hour without checking their phone.

This study aims to investigate the alignment of emerging skills and competencies with Continuous Professional Development (CPD) programs in the accounting and auditing professions. The research focuses on enhancing the intellectual capital within these sectors, as dictated by the demands of the modern knowledge economy. Employing the World Economic Forum’s (WEF) framework of emerging skills for professional services, a comprehensive content analysis is conducted. This involves reviewing 1009 learning outcomes across 248 CPD courses offered by the global professional accounting body. The analysis reveals that while the existing courses cover all WEF-identified skills, there is an unaddressed requirement for a specialized focus on specific competencies. The study also notes gaps in clearly articulated learning outcomes, highlighting the need for more explicit statements to facilitate effective skills development and knowledge transfer. This research contributes to the ongoing discourse on intellectual capital management strategies, providing actionable recommendations for professional organizations. It fills a critical gap in understanding how CPD offerings can be optimized to better prepare accounting and auditing professionals for the evolving knowledge economy.

The issue of virtue and happiness holds a crucial position in both Chinese traditional and Western philosophical systems, and to this day, it remains a hot topic of concern and discussion. The "Huainanzi" was written during the early Western Han Dynasty, mainly based on Taoist thoughts, incorporating various schools of thought to form its distinct theoretical system. It can be seen as a culmination of the traditional Chinese pre-Qin perspective on "virtue and happiness" holding significant research value. "Huainanzi" firmly believes that the ideal situation between virtue and happiness is and must be a consistent relationship.