IJIET 2026 Vol.16(6): 1453-1462
doi: 10.18178/ijiet.2026.16.6.2611
doi: 10.18178/ijiet.2026.16.6.2611
Formation of Professionally-Oriented Media Education for Future Teachers-Psychologists in the Era of Artificial Intelligence
Aigul Akhmetova1, Saltanat Abylaikhan2,*, Perizat Seiitkazy1, Assem Zoldybekova3,
and Amanzhol Tashetov4
1. Department of Pedagogy, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
2. Pedagogical Institute, Astana International University, Astana, Kazakhstan
3. Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey, Kazakhstan
4. Department of Management and Innovation in Sports, Academy of Physical Education and Mass Sports, Astana, Kazakhstan
Email: akhmetova@alibagl.com (A.A.); abylaikhan2@alibagl.com (S.A.); pseiitkazy@alibagl.com (P.S.); zoldybekova3@alibagl.com (A.Z.); tashetov@alibagl.com (A.T.)
*Corresponding author
2. Pedagogical Institute, Astana International University, Astana, Kazakhstan
3. Department of Pedagogy and Psychology, Alikhan Bokeikhan University, Semey, Kazakhstan
4. Department of Management and Innovation in Sports, Academy of Physical Education and Mass Sports, Astana, Kazakhstan
Email: akhmetova@alibagl.com (A.A.); abylaikhan2@alibagl.com (S.A.); pseiitkazy@alibagl.com (P.S.); zoldybekova3@alibagl.com (A.Z.); tashetov@alibagl.com (A.T.)
*Corresponding author
Manuscript received August 20, 2025; revised October 11, 2025; accepted December 16, 2025; published June 11, 2026
Abstract—The quick development of artificial intelligence and digital technology is changing psychology and education, placing new demands on educational psychologists’ professional training. In order to improve media literacy, ethical reasoning, and preparedness for using Artificial Intelligence (AI) in psychological work, this project set out to develop and evaluate an AI-supported, professionally focused media education model. 120 undergraduate pedagogy and psychology majors participated in a controlled pedagogical study that compared an experimental group that finished a 16-week AI-integrated training program with a control group that followed the standard curriculum. Assessments conducted before and after the intervention included performance-based tasks and self-report measures that focused on media competency, critical thinking in environments rich in media and AI, and openness to adopting AI in professional settings. The experimental group outperformed the control group in information processing, manipulation detection, and the use of AI tools in case-based psychological scenarios. They also demonstrated statistically significant advances across all three competences, which were backed by substantial effect sizes. These findings suggest that methodically planned, morally sound AI-mediated training can significantly improve future educational psychologists’ professional readiness for jobs in media-rich situations. In situations where universities aim to match psychological training with quickly developing AI and digital-media ecosystems, the suggested approach provides a transferable framework for curriculum development and ongoing professional education.
Keywords—teaching, psychological diagnostics, digital ethics, artificial intelligence, Artificial Intelligence (AI)-supported training, educational innovation, educational psychologists
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—teaching, psychological diagnostics, digital ethics, artificial intelligence, Artificial Intelligence (AI)-supported training, educational innovation, educational psychologists
Cite: Aigul Akhmetova, Saltanat Abylaikhan, Perizat Seiitkazy, Assem Zoldybekova, and Amanzhol Tashetov, "Formation of Professionally-Oriented Media Education for Future Teachers-Psychologists in the Era of Artificial Intelligence," International Journal of Information and Education Technology, vol. 16, no. 6, pp. 1453-1462, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).