This study explores the role of intercultural communicative competence (ICC) and STEM education in building the soft infrastructure necessary for economic development within Kazakhstan’s transforming education system. The authors conducted an interdisciplinary analysis, emphasizing the cognitive and communicative aspects of foreign language education in secondary schools, proposing a model for integrating ICC through the use of information and analytical technologies. The research focuses on personalized education, teacher competencies, and student engagement, with experimental methods applied in a Karaganda-based school. The study aims to identify mechanisms and principles that enhance ICC development, contributing to Kazakhstan’s modernization efforts in fostering globally competitive graduates prepared for the demands of the international arena. This research lays the foundation for further practical experimentation in profiled schools, aligning education with national development goals.

This study developed a specific scale to measure the impact of extrinsic motivations on students’ decisions to pursue online graduate programs at business schools in Latin America. Using a mixed-methods approach, the research proceeded in three stages. In the first stage, the construct was defined by identifying key extrinsic factors motivating students to enroll in online graduate programs, followed by the creation and initial validation of the scale in Colombia. The second stage involved testing the scale in Chile to determine its cross-cultural applicability. In the third stage, the scale’s predictive validity was confirmed, demonstrating its effectiveness in explaining how extrinsic motivations influence students’ intentions to enroll in online graduate programs. The findings indicate that the scale, composed of five dimensions—Cost Reduction, Ability to Study from Any Location, Control Over Learning Pace, Flexibility to Balance Study and Work, and Avoiding Commuting Time—is a reliable predictor of student preferences and intentions in online graduate education. The final scale includes 25 items across these dimensions, measuring extrinsic factors through items related to flexibility, time savings, and global accessibility. Validation in two Latin American countries confirms the scale’s relevance across diverse cultural contexts, enhancing its applicability within the region. This study provides empirical evidence that extrinsic motivation is a key determinant of students’ intentions to enroll in online programs in developing countries. It confirms that extrinsic motivations reflect a preference for flexible learning options compatible with students’ lifestyles and professional needs, linked to their beliefs about time management, professional advancement, and career opportunities associated with earning a graduate degree.

The development of critical thinking (CT) enhances academic and professional opportunities. A review of literature reveals the use of fragmented analysis techniques, such as descriptive and correlational methods, among others, which hinder a deeper understanding of CT levels. This research aims to develop a methodology for analyzing Critical Thinking test scores, integrating five phases: exploratory, item analysis, scoring, gap analysis, and correlational. Using a quantitative approach, CT skills were analyzed with the Halpern Critical Thinking Assessment, which includes both open- and closed-ended questions to measure five skills: Verbal Reasoning (VR), Argument Analysis (AA), Hypothesis Testing (HT), Probability Use (PU), and Problem Solving (PS). The sample consisted of 214 students aged 18 and older. The item analysis phase categorized the items into quadrants: satisfactory, for review, or for elimination, based on difficulty and discrimination indices. The gap analysis revealed that Verbal Reasoning and open-ended formats were less satisfactory. The correlational phase, using heat maps, showed a stronger association between Verbal Reasoning and Probability Use. The methodological contributions include a variety of strategies that provide recommended procedures for analyzing tests or questionnaires in general. In today’s digital age, the development of critical thinking is not only a desirable skill but an essential necessity for the higher education system.

Science, technology, engineering, and mathematics (STEM) education is a global priority, but effective implementation faces challenges. This bibliometric study analyzed the results of Indonesian STEM education research to elucidate publication and contributor patterns. The Scopus database was searched for Indonesian STEM education publications from 2019–2023 and produced 52 documents from 23 sources. The analysis found a negative average growth rate of −5.43%, with a peak of 14 releases in 2020, possibly related to the COVID-19 pandemic. Although the output was relatively limited, the diversity of sources suggests wide-ranging interest. The leading authors were identified based on their productivity and impact on citation, with Wahono. emerging as the most influential worldwide. Universitas Pendidikan Indonesia was an institutional leader. The Journal of Physics Conference series dominated the contributions and emphasized the role of conference proceedings. Examination of the citations and text frequencies revealed key themes that include technology, engineering, pedagogy, and skills of the 21st century. Several widely cited works ensured international visibility. In general, this bibliometric analysis quantitatively mapped the landscape of Indonesian STEM education research, finding a decline in performance but a strong foundation of committed institutions and authors. The sustainability of production and impact requires targeted policies based on insight into existing strengths, productive scholars, and influential publications. The results provide an empirical basis for practices and policies for the effective development of STEM education in Indonesian schools.

Improving educational outcomes in subjects such as English and mathematics remains a significant challenge for educators and policymakers. Strategic Human Resource Management (SHRM), which aligns human resource practices with organizational goals, has proven effective in business sectors but is less explored in educational contexts, especially from students’ perspectives. Existing studies often focus on teacher development, overlooking direct impacts on student performance. This research addresses the gap by examining how SHRM influences students’ performance in English and mathematics, incorporating student feedback to assess SHRM’s effectiveness. In the quantitative study, 200 students were analyzed to explore the relationship between SHRM practices and academic outcomes. The findings indicate that SHRM significantly affects student performance, with high predictive relevance and explanatory power in both subjects. The results suggest that strategic HR practices, such as professional development, performance management, and resource allocation, are critical to academic success. These insights provide valuable implications for educators and policymakers, highlighting the importance of integrating strategic HR management into educational frameworks to enhance curriculum design and resource distribution. The study demonstrates the broad applicability of SHRM across different academic disciplines, suggesting a need for comprehensive HR strategies that focus on both teacher and student performance. Future research should explore how SHRM influences educational outcomes and identify contextual factors that moderate its impact, enhancing effective HR practices in diverse academic settings.