Economic Annals-XXI: Volume 208, Issue (3-4), Pages: 27-39
Citation information:
Abueva, N., Zhussupova, A., Massakova, S., Buzelo, A., & Abuev, O. (2024). Analyzing the formation of metacompetence in students using EdTech in the learning process: an economic perspective. Economic Annals-XXI, 208(3-4), 27-39. doi: https://doi.org/10.21003/ea.V208-05
Nurbanu Abueva
D.Sc. (Political Sciences),
Professor,
Visiting Professor,
Institute of European Languages,
Zhejiang Yuexiu University
No. 428 Kuaiji Road, Yuecheng District, Shaoxing, Zhejiang Province, 312000, China;
Professor,
Graduate School of Media and Intercultural Communication,
Turan University
16A Satpayev Str., Almaty, 050013, Republic of Kazakhstan
abu2007@bk.ru; n.abueva@turan-edu.kz
ORCID ID: https://orcid.org/0000-0002-7550-9261
Web of Science Researcher ID: HTT-0659-2023
Aliya Zhussupova
PhD (Economics),
Associate Professor
of the Art Management Department,
Kurmangazy Kazakh National Conservatory
86 Abylai Khan Ave., Almaty, 050000, Republic of Kazakhstan
a-zhussupova@mail.ru
ORCID ID: https://orcid.org/0000-0001-9530-918X
Saltanat Massakova
PhD (Economics),
Associate Professor,
Program Leader of the
Educational Programme “Management”,
Almaty Management University
227 Rozybakiyev Str., Almaty, 050060, Republic of Kazakhstan
saltanat@mail.ru
ORCID ID: https://orcid.org/0000-0001-7059-7920
Anna Buzelo
PhD (Philology),
Professor,
Director,
Graduate School of Media and Intercultural Communication,
Turan University
16A Satpayev Str., Almaty, 050013, Republic of Kazakhstan
buzelo70@mail.ru;
a.buzelo@turan-edu.kz
ORCID ID: https://orcid.org/0000-0001-5457-1237
Onerbek Abuyev
PhD (Political Sciences),
Associate Professor,
Department of Social and Humanitarian Sciences,
Kazakh State Women’s Pedagogical University
99 Aiteke Bi Str., Almaty, 050000, Republic of Kazakhstan
onerbek.adilbek.62@mail.ru
ORCID ID: https://orcid.org/0000-0003-4663-9216
Analyzing the formation of metacompetence in students using EdTech in the learning process: an economic perspective
Abstract. In the study, we examine the impact of educational technology (EdTech) on metacompetence development in students, focusing on cost-effectiveness and economic implications. The research spans educational levels from K-12 to higher education in Kazakhstan and China between 2015-2023, addressing gaps in understanding how EdTech shapes students’ metacompetitive abilities and their economic outcomes.
Methods: A mixed-methods approach was employed, combining quantitative data from surveys (n = 1000) and learning analytics with qualitative insights from interviews (n = 50) and case studies. The research utilized multiple statistical models including ANOVA, factor analysis, and regression analysis. Data collection covered various educational levels and disciplines, focusing on metacompetence indicators, learning outcomes, and economic variables.
Results: The study revealed that 78.5% of students regularly use EdTech tools, with higher prevalence in STEM fields (85.2%). Three key metacompetence factors were identified: self-regulated learning (α = .85), adaptive problem-solving (α = .79), and collaborative knowledge construction (α = .82). Significant differences were found across demographic groups, with socioeconomic status influencing EdTech access and metacompetence development.
Discussion: The findings demonstrate that well-designed EdTech solutions significantly enhance students’ metacompetence, leading to improved employability and higher expected incomes. The study revealed challenges in implementation, including the digital divide and the need for balanced technology integration. The research provides valuable insights for optimizing EdTech use while ensuring positive economic outcomes.
Scientific Novelty: This study offers a comprehensive analysis of EdTech’s role in metacompetence formation from an economic perspective, introducing a novel conceptual framework that combines educational technology, metacompetence development, and economic outcomes.
Practical Implications: The research provides evidence-based recommendations for educators, policymakers, and EdTech developers to maximize metacompetence formation while ensuring cost-effectiveness. The findings can guide strategic investments in EdTech and inform policies for addressing educational inequities.
Keywords: Metacompetence; Educational Technology; Economic Impact; Digital Economy; Employability; Learning Process
JEL Classіfіcatіon: I21; I25; O33; J24; L86
Acknowledgements and Funding: The authors received no direct funding for this research.
Contribution: The authors contributed equally to this work.
Data Availability Statement: The dataset is available from the authors upon request.
DOI: https://doi.org/10.21003/ea.V208-05
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Received 7.12.2023
Received in revised form 27.01.2024
Accepted 29.01.2024
Available online 28.04.2024