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Article

Aligning Higher Education Toward the Development of an Educational Hub: The Case of Kazakhstan

by
Diana Amirbekova
*,
Albina Makhanova
and
Meruyert Kussaiyn
Business School, Kazakh-British Technical University, Almaty 050000, Kazakhstan
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(12), 1597; https://doi.org/10.3390/educsci15121597
Submission received: 17 September 2025 / Revised: 21 November 2025 / Accepted: 22 November 2025 / Published: 26 November 2025
(This article belongs to the Section Higher Education)
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Abstract

This paper examines the transformation of higher education and science (HES) in Kazakhstan based on a systematic review of the literature. Drawing on an analysis of 62 peer-reviewed articles, it explores how initiatives such as Digital Kazakhstan, the Bolashak scholarship, and higher-education reforms have influenced the effectiveness of institutions and scientific developments. Government efforts have been made toward achieving a major transformation in HES to create a different environment and system. Our analysis identifies key trends, structural barriers and drivers, and incentive factors in the development of the sector, including problems related to financing, bureaucratic fragmentation, and international cooperation. The results reveal that reforms have been focused on the modernization of pedagogy, trilingual policies, the integration of digital technologies, and internationalization. This paper highlights the key role of government initiatives targeted toward policy changes to ensure transparency, innovativeness, and inclusivity in HES. This work will provide a valuable resource for policy makers, academic leaders, and international stakeholders interested in emerging economies.

1. Introduction

Higher education and science (HES) development on a national level plays a crucial role in a country’s long-term success and ability to develop and sustain economic growth. The development of emerging economies is closely linked to human capital, education, and the ability to rely on knowledge creation and generation. As a country moves through different phases of development, it is essential to assess the use of its current resources and political and economic decisions in order to readjust the focus and determine further strategic directions.
As an emerging economy since gaining its independence in 1991, Kazakhstan has faced various political and economic challenges. However, higher education and science, as the country’s main priorities, have attracted the most political and economic support from the government. Investments in these sectors have been consistent and sustained up to the present. Evaluating previous policy decisions is necessary to set next-level goals. This prospective systematic review of the current body of published literature in higher education and science on a national level will allow us to glean insights into the topics researched, the interests of researchers in this field, and potential areas for further development. Building on current knowledge will ultimately help us to achieve next-level goals. The commitment on a country level to support the development of higher education and science has raised interest in this field, meaning that a deeper understanding of related topics is required for more informed decision-making in higher education. This study explores relevant areas and topics in higher education, contributing to the development of the higher-education sector on the national level. As a country for which investing in higher education is a priority, Kazakhstan has set ambitious goals to increase the number of HEIs, increase research funding, attract more international students, and become an educational hub. These goals require more targeted actions and goal-orientated policy decisions. The most prominent topics in higher education in Kazakhstan must be studied in order to more comprehensively evaluate the current situation, develop trajectories for future understanding, and forecast further development. Kazakhstan attributes great importance to national initiatives designed to modernize educational and research infrastructure and integrate its higher education and science sector into the global academic community (Amirbekova & Li, 2024).
This study aims to explore current research in HES and highlight opportunities for future development to achieve Kazakhstan’s aim of becoming an educational hub within Central Asia. Through a systematic review, we explore the following research questions (RQs):
-
RQ1. What topics in this field have been addressed in a Kazakhstani context in the literature?
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RQ2. What barriers and drivers are impacting the development of HES to position Kazakhstan as an educational hub in Central Asia?
-
RQ3. What gaps remain in the literature that could be addressed in future research?
In the next section, we present the research background by introducing the main reforms in HES. In Section 3, we explain the methodology, including the data and methods used. In Section 4, we provide the main results and analysis from the collected articles. In Section 5, we discuss the main findings and insights from this study. Then, we conclude with a summary of our research, discuss its limitations, and suggest possible future directions for researchers working in the area of higher education and scientific development.

2. Research Background

Kazakhstan’s HES sector has been through several major transitions and changes, especially considering its post-Soviet past. The main reforms have focused on the internationalization of the sector, major programs in HE, governance structure, youth development, and the commercialization of science (e.g., Sharimova et al., 2025; Kuzhabekova, 2025; Narbaev et al., 2025).
Narbaev and Amirbekova (2021) examined the reforms implemented in Kazakhstan since it gained independence. A key theme in these reforms is internationalization. The reforms have affected the adaptation of international standards in HEI, the internationalization of the environment, and new approaches to managing scientific developments (Lee & Kuzhabekova, 2019). Reforms aimed at internationalization have aligned the HEIs with international standards and helped with the adoption of a national quality assurance system and framework. This included a national qualification framework and a two-tier accreditation system for HEIs (institutional and specialized).
In terms of major programs in the sector, Kazakhstan has been moving in two directions: higher education and science. The Bolashak scholarship launched in 1993 was designed to encourage talented youth to study abroad. Perna et al. (2015) highlighted the important role played by the Bolashak scholarship in developing the country’s human resources potential. The opportunity to gain an international degree with full funding from the Kazakh government has allowed talented members of the younger generation to study abroad (Jonbekova et al., 2023; Narymbaeva et al., 2024). Later, in line with international standards and offering double-degree programs with global leading universities, Kazakh British Technical University (in 2001) and Nazarbayev University (in 2010) were established and attracted talented faculty members and students.
Another major program introduced in 2010 was the Bologna process, which had the most transformative policy effect on HEIs. The introduction of the Bologna process standards transformed the education system from the Soviet system toward a three-level undergraduate, master, and Ph.D. system. This has had a positive impact in bringing international standards of higher education to Kazakhstan. As higher education has shifted towards Ph.D. degrees instead of Doctor of Science and Candidate of Science, science has attracted a new level of attention and has become a major focus for the country, specifically in relation to training younger generations of scientists. Government support for science in Kazakhstan includes the subsidization of research through research grants, the funding of HEIs, and scholarships and stipends for scientists (Kireyeva et al., 2021; Kuchumova & Mukhamejanova, 2025). These activities designed to support scientists align with the government’s priority of increasing the integration of Kazakhstan into the global higher-education community. However, the GDP allocation for science remains below the global average (Sarmurzin et al., 2021).
Reforms developed to restructure the governance of the HES sector have played an instrumental role in boosting the activities of HEIs (Narbaev et al., 2025). In order to address the specific needs of the education and science sectors, in 2022, the Ministry of Education and Science was divided into two separate ministries: the Ministry of Education and Ministry of Science and Higher Education. This has led to major strategic changes and a variety of opportunities to reshape the higher-education landscape and scientific agenda in Kazakhstan. A concept for the development of HES from 2023 to 2029 was adopted, with the aim of removing barriers to attracting investment from the private sector and improving the global competitiveness of Kazakhstan’s science (Chernenko, 2022). The concept involves reforming the scientific grant system, attracting international experts, and improving research funding mechanisms. One of the goals is to improve the retention and development of talent in higher education through additional financing, the development of social benefits, and incentive measures for staff in higher education. In 2024, 2297 scientific projects, 162 scientific and technical programs, and 134 commercialization projects were implemented (Abdulmanov, 2024).
As the focus has shifted from science toward education after the collapse of the Soviet Union, the number of remaining researchers in HEIs has decreased, and recent activities have been carried out with the aim of retaining and attracting more faculty members and scientists. There is also a significant focus on supporting young scientists, with 1055 scientific projects available to them, which creates additional opportunities for professional growth and the development of scientific careers. In 2024, 290 flats were allocated to young scientists (Abdulmanov, 2024). This step was designed to reduce the outflow of talented researchers and increase their motivation to continue their scientific activities in Kazakhstan.
Another key area of development that the government is pursuing is the commercialization of research. The government of Kazakhstan has agreed on priority areas of scientific development for 2024–2026 to improve the efficiency of public investments in science (Primeminister.kz, 2024). This step makes it possible to focus resources on the most promising and demanded areas of research. New rules for accounting in scientific and scientific–technical projects and programs financed via budget funds were approved in 2024, focused on increased transparency and implementation efficiency in scientific initiatives (Primeminister.kz, 2024).
However, despite the positive changes, challenges remain in relation to international integration, bureaucratic barriers, and the interactions among higher education, science, and business. Existing administrative barriers are limiting the country’s potential in HE and research.
For example, as the international integration of Kazakhstani science remains a priority, the level of international cooperation needs to be further increased. Kuzhabekova and Lee (2020) identified that publications with foreign faculty help to increase the citation rate of Kazakhstani researchers and improve the quality of research. At the same time, administrative barriers and insufficient funding hinder the effective participation of Kazakhstani scientists in international projects (Jonbekova et al., 2024a). Kuzhabekova et al. (2021) evaluated the research environment for Ph.D.s in the country and identified several barriers that affect the integration of holders of international Ph.D.s into the research environment in Kazakhstan. Kazakhstan’s scientific sector shows positive dynamics but still faces several challenges that hinder its full potential (Samoilov et al., 2025).
The recent activities of the Ministry of Science and Higher Education have been directed toward creating an educational hub for Central Asia in Kazakhstan, aimed at attracting international universities and students and bringing together a critical number of scientists and specialists. According to the goals of the concept for the development of HES for 2023–2029, one of the targets is related to the opening of at least 12 higher branches and representative offices of prestigious foreign universities that would develop and transform the management system in Kazakhstan and bring world-class educational standards to the country. This entails certain challenges and ambitious plans on the national level.
This research aims to draw insights and conclusions from the existing literature on Kazakhstan. Based on the research background provided, we aim to understand the current concept of HES development and identify the areas that drive or hinder the establishment of an educational hub in the region. We also reveal the gaps in the literature that could be addressed to improve the HES sector in the long term.

3. Methodology

A systematic literature review helped us to thoroughly explore scientific publications and evaluate reforms and programs in HES in Kazakhstan. One methodology for reviewing collected articles follows the methods and tools used in previous review studies, which were applied in education and public–private partnerships (e.g., Narbaev, 2022; Sharimova et al., 2025). Table 1 presents our adapted methodology.
Figure 1 presents Step 1 of the methodology in more detail. We sourced articles from the Web of Science (WoS) database. The following collections were used: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Arts & Humanities Citation Index (A&HCI), and Emerging Sources Citation Index (ESCI). Accordingly, we excluded all conference papers and books from WoS, as we were focusing on complete research works published in periodical academic journals.
The keywords for the advanced Topic search were as follows: (((project*) OR (program*) OR (initiative*) OR (reform*)) AND ((R&D) OR (research and development) OR (science*) OR (higher education) OR (research productivity) OR (research capacity)) AND (kazakh*)). The use of Boolean operators such as, AND, OR, and asterisks (*) allowed us to find relevant studies. For example, the first words showed us the object of this study, for example, a project or projects, a program or programs, an initiative or initiatives, or a reform or reforms. After AND, the following keywords were used to find all articles related to the main purpose of this study, namely, the R&D, Science, and Higher-Education Sectors. The latter helped us to find articles presenting Kazakhstan or Kazakhstani studies on this topic and in this sector.
The original search returned 533 articles. We limited our search to articles in English and published in journals, and, upon reading the abstracts, the dataset was limited to 107 articles. At the final stage of Step 1, the full texts of all the articles were read. To increase the reliability of the refinement process, three researchers read the full texts of the papers. By applying agreement analysis, the selection criteria were agreed on and defined. Any disagreements were discussed by researchers until they had reached a consensus. The articles were examined for their relevance to our research aim and questions; we excluded articles that covered secondary education, discussed gender inequality, or focused on sectors other than science and industry. As a result, only those related to higher education and science in Kazakhstan remained. This resulted in 62 articles remaining in our study.
Step 2 (Table 1) is the main part of our methodology. In this step, we applied both inductive and deductive approaches to thoroughly examine the articles, and, based on this, we defined the structural dimensions and analytical categories. In a literature review study, a structural dimension represents a main attribute of a body of knowledge, while an analytical category is an element that can be representative of a given structural dimension (Narbaev et al., 2022). We developed the structural dimensions for our study based on the identification of common features in the 62 articles. Then, based on previous research in the field (e.g., Irwanto et al., 2023; Trinh, 2023; Diaz-Garcia et al., 2022), we identified our analytical categories. To define the barriers and drivers, we followed the approaches presented in previous studies (Loughlin et al., 2020; Serra et al., 2023; Osei-Kyei et al., 2024). Table 2 gives the structural dimensions and analytical categories used to review and classify the articles in this study.

4. Results and Findings

4.1. General Overview of Publication Activity

Firstly, our research provides data on publication trends over recent decades based on our selection of articles, which can be seen in Figure 2. Until 2020, articles were very rarely written on this topic or were absent altogether. The decrease in publications in 2022 may be related to changes in the structures of the public sector.
Our systematic review covers 62 articles published from 2014 to 2025. The data show a growing interest in the topic of education and science, which is due to the reforms in Kazakhstan over the past five years. The spike in 2024—21 publications confirms Kazakhstan’s special focus on education.
Publications until 2020 are sporadic, with, on average, 1–2 articles per year. This confirms that interest in this topic began to form systematically only after 2020, during the active phase of reform implementation.
The publications are distributed evenly across the journals, and there is not much dominance among the journals. The most represented publications are Education Sciences (9.7%), International Journal of Educational Development (8.1%), and Frontiers in Education (4.8%). The sample also includes Higher Education, Higher Education Quarterly, Publications, Cogent Education, and Studies in Higher Education. This variety of publications indicates the interdisciplinary nature of the topic, as well as the growing international interest in Kazakhstan’s changes in terms of education and science.
Our analysis allowed us to take a deeper look at the current state of higher education and science (RQ1), draw conclusions regarding barriers and drivers in this area (RQ2), and identify existing gaps in the literature (RQ3).

4.2. Capacity Development Focus in Regard to Educational Capacity

Education and teaching have been prioritized in several government policies. There is a specific focus on trilingual reform since Kazakh, Russian, and English are widely taught and spoken in the country. Tlepbergen et al. (2022) noted that most universities have started offering professional training programs in English. Tajik et al. (2023) discussed the implementation of English as a medium of instruction in Post-Soviet countries, specifically highlighting that teaching in English and publishing academic papers in this language raise the prestige of an educational institution, thereby attracting more students, and help future students continue on their academic paths, opening up the doors to further career opportunities and landscapes. In addition, it has been stated that pedagogical practice today is shifting dramatically towards teaching students critical thinking, academic writing, and research skills. This closely ties to the following issues related to research capacity in Kazakhstan.
Also, after the country joined the Bologna process, higher education in Kazakhstan was divided into three stages: pursuit of a bachelor’s degree, Master’s degree, and Ph.D. (Kuzhabekova & Karibzhanov, 2024). As the data from the analyzed articles show, most of the work is currently being carried out at top universities in three languages. The academic independence, or “freedom,” given to universities has boosted student-centered higher education. Aimicheva et al. (2019) suggests that much more attention should be paid to IT, specifically with respect to teaching computer science, starting at the school level and continuing to university-level in order to teach students how to develop mobile applications and code in the JAVA programming language.
Government grants, the Bolashak scholarship, university financing, Nazarbayev University, green economy and the SDGs, and Digital Kazakhstan are all topics that have been discussed in the literature and are related to government initiatives (Kuzhabekova, 2025; Aubakirova, 2014; Jonbekova, 2024; Perna et al., 2015). In this regard, higher education faces various changes, with areas for improvement identified. This includes involving government-targeted programs in fostering educational capacity, targeting areas that require external development and additional funding. The reforms in higher education are considered through the policy changes and transformations that occur in Kazakhstan, a developing economy that has been actively integrating into the global educational space. In addition, the transformation of education includes curriculum changes and quality standards. Higher education through “academic freedom” is undergoing transformation at the university level, although some challenges remain (Hartley et al., 2016). This topic is very actively discussed, as it is mentioned in 45 articles, amounting to more than two thirds of all the articles on the studied list.
Teaching and pedagogy were discussed in 40 papers. Mukhamejanova and Kuchumova (2024) evaluated the reforms introduced in 2018, with a specific focus on reforms to teaching and research tracks at universities that would evaluate faculties to enhance quality and performance. However, the transitions that are happening are not always reflected in governance.

4.3. Capacity Development Focus in Research Capacity

Only 25 articles mention government research initiatives. We can conclude from this that there is a gap in the scientific literature on this topic. The laws on science and the commercialization of science were mentioned in the few papers (Amirbekova & Li, 2024; Kuzhabekova, 2022). There has been an increase in the number of publications in recent decades; however, the quantity of such publications in predatory journals has also increased.
According to the graduation procedure, bachelor degree graduates can choose between writing a research paper or taking a state exam in their specialty. This change was not available in the past, and it is part of the “freedom” ushered in by student-centered education. Doctoral education has undergone various transformations and changes. One of the biggest challenges that makes doctoral training different is the requirement to publish academic papers as a fulfillment of an academic degree, a stipulation that has created several barriers for young researchers and given rise to “publish or perish” culture (Kuzhabekova et al., 2021; Yelibay et al., 2022). This pressure has inflicted academics and young researchers with burnout, and with the increase in the number of publications, the quality of publications could degrade. Another important area covered in published articles is the research skills and competencies researchers require to conduct world-class research. In total, 36 of the 62 articles cover everything related to the development of the competences required to conduct research and developing skills and relevant knowledge in this field. Studies have identified a strong link between the research itself and the level of English required in order to conduct research in the English language (Ospankulova et al., 2025; Jantassova et al., 2024; Berikkhanova et al., 2023). This closely aligns with the government initiatives that have been targeting trilingual development in the country and increasing English language proficiency.
The studied articles focused on various types of programs, such as national (those being implemented throughout the country), sectoral (all programs that are conducted only within the studied sector, namely, higher education, science, research, and innovation), and university (programs executed only within certain universities, mostly in the form of initiatives, research, or experiments that are being developed within the university). Within these areas, the strategic roadmap covering digitalization trends, use of new technologies, STEM education, and the development of trilingual and higher-education policies has been identified.

4.4. Program Implementation Mechanisms and the Implementation Level

Program implementation is critical for achieving targets. The literature suggests that each program has its own mechanisms and tools that have been put in place to ensure successful delivery of the project outcomes. The largest requirement was related to the financing of initiatives, including state grants for all three degrees, financing of research projects and labs, and boosting the academic mobility of faculty and staff.
Boosting academic mobility was described in 15 papers. This is a widely discussed topic. In this regard, it was mentioned that training abroad boosts competencies, which, later on, might affect the return of researchers and increase the number of academics (Lee & Kuzhabekova, 2019).
Pedagogical modernization was described in 43 papers centered on STEM disciplines with a focus on international methods. Educational modernization with the help of Massive Open Online Courses (MOOCs), Zoom, and digital classroom learning tools was also studied. IT infrastructure, including Moodle, Platonus, and other internal tracking systems for educational and research work, has been studied. Government digital platforms and the adaptation of pedagogy through online tools are the fundamental factors of this decade. A total of 43 articles discussed the research infrastructure, a lack of laboratories, or outdated devices in laboratories at the regional level. Several articles drew attention to intellectual property licensing, consulting, and joint research with industry or ministries (Kenzhaliyev et al., 2021). Researchers also noted the development of interdisciplinary content using standardized technical vocabulary and multimodal learning platforms and the creation of an educational hub in Kazakhstan (Jantassova et al., 2021; Kuzhabekova & Karibzhanov, 2024).
The level of program implementation mostly remained national in 54 articles, and 57 articles discussed implementation within universities, while regional implementation was less frequently discussed. The outlook for Central Asian countries through the lens of the post-Soviet era was the focus of researchers who identified policy changes and programs targeting education and science (Harden-Wolfson, 2024; Kuzhabekova, 2024; Mussagulova, 2020).

4.5. Barriers and Drivers

Some of the patterns driving the change and challenges national projects are facing have been identified. Bureaucracy has been identified as the main limiting factor regarding rapid development, and it has been studied in several articles (Bespalyy et al., 2024; Mukhatayev et al., 2024). The weak link between industry and academia negatively influences the possibility of collaboration and commercialization, since universities and industry representatives often enter partnerships solely to comply with requirements, with limited strategic intentions, low confidence, an unclear structure, and a lack of awareness of who is in charge of a project, limiting the effectiveness of project implementation (Aubakirova, 2014; Jonbekova et al., 2024a; Vasa et al., 2023). However, there have been some positive changes, with hackathons having been introduced to connect industry with universities in the past year.
Internal culture at the university level could also impact the quality of connections that might be created in any relationship between academia and industry. Researchers’ openness to collaboration and implementing different approaches results in better inter-organizational links and less resistance. The two major challenges are related to the lack of funding and brain drains (Mukhamejanova & Kuchumova, 2024; Narymbaeva et al., 2024; Jonbekova et al., 2023; Kemelbayeva, 2021; Jantassova et al., 2021). The lack of funding after the collapse of the Soviet Union pushed scientists to leave research, and this had a negative effect on scientific development. The current targets in science development have been addressing this with various support mechanisms.
The major driver is political commitment and willingness, at the national level, to support initiatives and promote needed changes at the same time, allowing for flexibility and “freedom” at the university level. Several reviews have revealed that the Government has been implementing digital transformation and a policy of equality in higher education and science. Based on our analysis, we can conclude that the State is promoting the digitalization of education, specifically with respect to playing an active role in increasing the research activity of teachers at pedagogical universities in Kazakhstan (Berikkhanova et al., 2023). It is important to consider motivation, methodological training, the establishment of KPIs, and collaborative activity. The inclusion of action research in strategic plans for the development of education was also noted in McLaughlin and Wood’s (2020) work.

4.6. University–Industry Partnerships

University–industry partnerships are divided into two areas: higher education and science. We analyzed the articles in this respect, and the result revealed the fewest mentions compared to all the previous categories.
Jonbekova et al. (2024b) stresses the importance of joint teaching between faculty and industry, corresponding to dual-degree structures. Such reforms focus on increasing and training staff within the framework of a company’s HR policy.
Bespalyy et al. (2024) stated that universities and international organizations jointly implement educational projects in the field of sustainable development. Jonbekova et al. (2020) highlighted that many employers provide part-time internships, providing students with an opportunity to gain experience, but without proper supervision, interns can become those who serve coffee. Many consulting companies or commercial organizations hold guest lectures and workshops, as confirmed in 16 articles. Case competitions are held less frequently, as they require industry organizers to spend a considerable amount of money on awarding the winners as well as the organization itself. Narbaev and Amirbekova (2021) highlighted the topic of cooperation between industry and science, which remains underdeveloped, especially in the field of business, management, and social sciences.
The commercialization of science was mentioned in only 10 articles. Kenzhaliyev et al. (2021) discussed government programs supporting the commercialization of scientific and technical development as well as the Triple-Helix model. Hackathons were very rarely mentioned (five articles). Amirbekova and Li (2024) noted that there is weak commercialization and minimal interaction with the private sector. Four articles reported information about patents for scientific developments. There are no sustainable mechanisms for technology transfer or patents.

4.7. Internationalization

Internationalization is an important subject for research in the field of education and science. Mhamed et al. (2021) stated that the innovative role of Nazarbayev University is also related to the promotion of global best practices in Kazakhstan’s higher-education system. In total, 35 of the 62 articles discussed internalization in higher education, which is a positive indicator, since about 52% of all studies covered this category. The experts suggested involving international quality control experts to increase transparency within education in Kazakhstan. Most of the articles aimed at comparing international teaching and education practices in the CIS or the world as a whole.
Globalization has provided Kazakhstani researchers with an opportunity to visit in international centers and employ digital platforms for open innovation. The study by Jumasseitova et al. (2024) compares the initiatives of Kazakhstani graduates with global integration into SDG policy. The promotion of global values of human rights and equality through personal civic initiatives of graduates was also noted. A total of 26 articles highlight the role of internationalization in generating expertise through knowledge development. Moreover, 30 articles mentioned the role of international expertise in the HE sector in attracting opportunities for international collaboration.

4.8. Current Trends

Opening the borders for academic mobility through the Bologna process created new opportunities for higher education and science. Harden-Wolfson (2024) described the positive trend in development of higher education in post-Soviet countries, which includes cooperation, joint research, and interdisciplinarity. The outcomes of the Bolashak scholarship were noted as a positive deep integration among graduates of the program through collaboration and research (Jonbekova et al., 2021, 2024b). In higher-education institutions such as Kazakh-British Technical University, Nazarbayev University, Suleyman Demirel University, and KIMEP University, global co-authorship and exchange of professionals were noted. We identified 37 articles on international cooperation; thus, half of the articles cover this topic. The involvement of foreign scientists is linked to the goals of increasing publication activity and research in the region.
Development of new technologies and transformation of teaching methods have been influencing higher-education institutions. One of the major criteria in this regard is internal change that is reflected in the use of new technologies, the adoption of different methods, and the ability to use these technologies in education. Digital transformation is also linked to the research environment and whether there is access to research databases, programs, and other tools that are helpful in higher-education institutions. Kurakbayeva and Xembayeva (2025) studied the use and application of MOOCs.
Institutional leadership showed up in 57 articles, since NU and similar universities act as engines of globalization (Lee & Kuzhabekova, 2019). Universities are created through international partnerships (McLaughlin & Wood, 2020). Additionally, Hartley et al. (2016) noted that individual universities demonstrate leadership attempts.
With the rise of industrial growth to the 4th level came a similar transition to University 4.0 through technology, as described by Jugembayeva et al. (2022). Jonbekova et al. (2024b) pointed out another example of a case where universities served as a driver of educational capacity. The cited scholars conducted a qualitative study based on interviews with representatives of four state universities and 17 industrial partners. The results of the study showed that the main driver of university–industry partnership is government pressure through ratings and accreditations. The proactive role of university faculty was noted in regard to both research and teaching (Jantassova et al., 2022; Kenzhaliyev et al., 2021).
Kemelbayeva (2021) argues that national universities have autonomy and resources, as reflected in their performance. This aligns with the government policy of “freedom” and support for HEI.

5. Discussion and Future Research

5.1. Insights from the Analysis

5.1.1. Insight 1: Educational Reforms and STEM

Over the past three decades, higher education in Kazakhstan had demonstrated a focus on STEM disciplines and modernization of pedagogy. We now interpret our main findings from Section 4.2 addressing RQ1. The new approaches in pedagogy have targeted the needs of the environment and ways of ensuring the alignment and integration of education with international standards (Ospankulova et al., 2025). Several positive changes have affected national development priorities and improved competitive positioning. Government initiatives such as the Bolashak scholarship and Digital Kazakhstan have fostered the development and structural changes that drive transformation. This is the major advantage that transformed education and created new opportunities for the younger generation. The educational reforms are also closely linked to language policies. In this context, language becomes an important aspect, as it serves as a foundation for the training of specialists as well as an integral part of joining the international academic community. However, research capacity in STEM lags behind educational reforms as it requires adequate laboratory infrastructure, updated equipment, and additional funding (Mhamed et al., 2021; Colapinto et al., 2020).

5.1.2. Insight 2: Research Capacity

The transformative nature of higher education is associated with higher-education programs, and there are some systematic barriers that can be investigated in future research. The findings in Section 4.3 (addressing RQ1) demonstrate the development of research capacity that is linked to the alignment of sequential steps targeting the weaknesses of the research system (Kuzhabekova, 2025; Gafu et al., 2025; Amirbekova et al., 2022; Narbaev & Amirbekova, 2021). The culture of “publish or perish,” particularly at the doctoral (Ph.D.) level, places immense pressure on a young generation of researchers who have not always had enough training to publish their work in peer-reviewed journals. In some cases, this leads to the publishing of low-quality research work, including in predatory journals. The flagship universities have provided the foundation for further changes and transformations that are required for the long-term development of science and higher education focused on priority areas for Kazakhstan’s economy.

5.1.3. Insight 3: Institutional Autonomy

Student-centered learning environments, flexibility in curricula, and governance models shape the current higher-education system in Kazakhstan (addressing RQ2). These strategic changes have allowed the transition from the Soviet-style educational model towards a model aligning with international standards. In this regard, pedagogical transformation and changes in the leadership would ensure sustainable results in managing higher-education institutions and the long-term success of changes. Moreover, the systematic nature of initiatives to transform higher education ensures strong and continued development of institutions within the corresponding requirements and global trends (Bespalyy et al., 2024; Issakova et al., 2021).

5.1.4. Insight 4: Internationalization

Systemic changes driving internationalization are essential for delivering long-term strategic results related to international collaborations, attracting international students and faculty. Lee and Kuzhabekova (2019) presented the internationalization of higher education in Kazakhstan as being characterized by the development of faculty mobility and the ability to attract international faculty to Kazakhstan. Additionally, it is important to highlight the internal enablers for smoother institutional cooperation and competitiveness on a global level. Kazakhstan’s international profile in higher education can be further expanded and boosted. With the government initiative to create an educational hub in Kazakhstan, this could provide a new direction for research and transformation regarding higher education.

5.1.5. Insight 5: Digital Transformation in Education

The rapid adoption of new technologies brings various opportunities and challenges associated with the delivery of classes, higher-education modernization, and sustaining education. The current trends consider digital transformation to be a cornerstone of long-term development and a driver of innovation and inclusivity in higher education and science. This trend enables the development and fostering of IT competencies in this system, where there is a shift towards digital economy.
The success of higher-education reforms was ensured by the strong government commitment to them. This was achievable through positioning education and science as a strategic source of the country’s competitiveness. The launch of successful international projects allowed competencies to be further developed outside the country, attracted a talented and well-educated younger generation, created channels for knowledge transfer, and widened the higher-education network. STEM and digitalization are the drivers of higher education in the current environment, where international cooperation might become the critical force for further development (Jantassova et al., 2024; Kurakbayeva & Xembayeva, 2025; Abildinova et al., 2024). Participation in Erasmus+ programs and leveraging existing competencies can be employed to increase the visibility of local universities and boost research collaborations.
The biggest challenge for Kazakhstan’s higher-education and science system is weak industry–academia links (RQ3). This constrains the commercialization of research and collaboration, which could otherwise introduce innovations and research capacities that are currently not fully used. This demonstrates the lack of effective mechanisms for knowledge and technology transfer a clear framework for defining such engagement and collaboration with companies on a strategic level. As a result, academics remain isolated, so further research is needed to understand existing barriers and gaps in such partnerships.

5.2. Gaps in the Literature and Future Research

Based on our findings, the following gaps should be addressed in future studies.
First, we found that the reforms in HES mainly focused on STEM disciplines. We suggest future work addressing mechanisms to improve the research capacity within such disciplines in Kazakhstan. Additionally, in this direction, comparative research with similar emerging economies may help to identify best practices to align STEM education with innovation growth in the country (Jantassova et al., 2024; Loughlin et al., 2020).
Second, the findings show a gap in terms of addressing how educational modernization can be transformed into research excellence (Yelibay et al., 2022). Longitudinal research could be conducted to test how reforms in HES impact research productivity and publication culture in the country. This may include addressing the development of research skills at the doctoral level and the institutional activities that reduce pressures from the “publish or perish” culture.
Moreover, future research could investigate governance models that balance state oversight with institutional independence. Analysing cases of flagship universities may provide insights into how leadership practices and management reforms impact governance performance and sustainability.
Furthermore, digital transformation in HES is allowing the adoption of technology to reshape teaching, learning, and research processes. Future work could consider the digital readiness of the players in HES and the implications of AI-based applications in fostering research in the area. Future researchers could apply machine learning models to analyze the current situation, identify emerging trends, and predict future developments in the HES sector in Kazakhstan (Huang et al., 2025; Narbaev et al., 2024).
Finally, future research could focus on developing models of university–industry collaboration that foster innovation and commercialization. Comparative policy analyses could reveal effective frameworks for technology transfer, research commercialization, and co-funded research initiatives (Kenzhaliyev et al., 2021). For example, public–private partnership models could be exploited to foster the link between universities and industry in Kazakhstan, with success criteria established to assess this partnership (Osei-Kyei et al., 2023; Jonbekova et al., 2024a). Despite government initiatives to stimulate innovation and commercialization involving the private sector, this cooperation has not yet reached its full potential.

5.3. Research Limitations

This study has several limitations. The scope of the analysis is focused on peer-reviewed articles, which limits the available literature. Our process excluded policy documents, reports, and conference proceedings. The thematic clustering was based on the frequency in the literature, but it also might influence the way in which findings are synthesized. Less discussed topics may be underrepresented. Moreover, the literature collected may have overlooked any perspectives published in different languages and journals. As this study was focused on publications available in English, it might have led to the omission of perspectives published in other languages. The majority of reforms in HES in Kazakhstan are ongoing and do not yet have a visible outcome. This is reflected in the evaluation of the implemented reforms. It is difficult to define measurable outcomes and impacts.

6. Conclusions

Over the last three decades, the higher education system in Kazakhstan has undergone changes and reforms focused on STEM, digital transformation, and the introduction of international standards. Government programs have been developed to support the higher-education system on a strategic level, with long-term plans to bring higher-education standards in line with international levels.
This study provides a detailed analysis of the current reforms in HES of Kazakhstan and reveals the major topics and areas of its development. The growth in publication activity reveals that there is an interest in the topic of education and science and strong focus on the outcomes. The areas of publications in this field are divided and focused on the improvements of education capacity, research capacity, internationalization and mechanisms for university–industry partnership.
The analysis reveals strong links in education with STEM focus, while in research the area still needs further development. Moreover, the development of Kazakhstan as an educational hub has been supported by the student-centered learning, flexibility in academic and governance models. Additionally, internationalization and exposure of academia to international standards and opportunities acts as a foundation for further global cooperation and competition on international level.
Changes related to the Bologna process, Bolashak scholarship, and Digital Kazakhstan have shaped and repositioned education and science. Our findings indicate challenges in the development of research capacity due to the limited availability of funding and infrastructure. This is happening in an environment where academics are under a high level of pressure to publish. Moreover, the quality of links between higher-education institutions and industry needs to be studied further to elucidate possible areas for improvement.
Research capacity as a driving force in the growth of innovation activity is essential and has been a key focus for the government. The continued investment in and focus on the younger generation is designed to maintain a critical number of scientists. Existing requirements to publish research in international peer-reviewed journals pressure academics to develop certain sets of skills and knowledge in order to achieve these goals.
The internationalization of research and higher education provides opportunities for further development. The presence of international faculty members and students, academic mobility, and international collaborations are helping Kazakhstan to create and sustain its international profile. Meanwhile, internal mechanisms and policies are ensuring that these links can be further developed and sustained.
This research reveals the current topics in the field, barriers and drivers to support the creation of an educational hub as well as further directions of research in education and science. Existing challenges such as weak industry–university links and limited commercialization hinder the development of research but will inform the next step in improving the education and science sector. Digital transformation is a possible mechanism for advancing university management systems, achieving transparency in higher education, and creating better opportunities for technological development and the use of IT infrastructure.
The conducted analysis provides insights for policy makers on the possibilities for further development of education and science in Kazakhstan, aiming to create an education hub and further boost internationalization of the field. The findings suggest areas where decision-making and approval processes can assist in the successful implementation of programs. As Kazakhstan undergoes further transformation, education and science will play a strategic role; therefore, research in this field should be continued and expanded. The educational reforms need to be matched by strong scientific initiatives to enhance comprehensive modernization of the field and sustainability of an educational hub.

Author Contributions

Conceptualization, D.A. and A.M.; Methodology, D.A.; Validation, D.A. and M.K.; Formal analysis, M.K.; Resources, D.A.; Writing—original draft, D.A. and A.M.; Writing—review & editing, D.A. and M.K.; Visualization, A.M.; Supervision, D.A.; Project administration, D.A.; Funding acquisition, D.A. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan, grant number AP19678073.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Not applicable.

Data Availability Statement

The data presented in this study are available in the article.

Conflicts of Interest

The authors declare no conflicts of interest.

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Education 15 01597 g001
Figure 1. Flowchart showing Step 1 of the methodology.
Figure 1. Flowchart showing Step 1 of the methodology.
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Education 15 01597 g002
Figure 2. Yearly distribution of publications.
Figure 2. Yearly distribution of publications.
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Table 1. Research approach to the current study.
Table 1. Research approach to the current study.
StepsActions and Outputs
1. Conduct material
collection and refinement		Action: We identified the scope of the literature review, searched for relevant keywords in articles and reviews in English, sourced articles (resulting in 533 articles), read abstracts to select relevant articles (resulting in 107 articles), removed records from non-trusted publishers with no abstract, kept relevant journals (resulting in 107 articles), and read the full texts of articles
Output: 62 articles
2. Define structural
dimensions and analytical
categories		Action: Using both deductive and inductive approaches, we defined structural dimensions and related analytical categories to classify and analyze the collected articles
Output: Six structural dimensions with numerous analytical categories
3. Present descriptive
analysis		Action: We examined the distribution of articles according to the year of publication and journal
Output: 62 articles published in 2014–2025 in 43 journals
4. Conduct material
evaluation		Action: We analyzed the collected articles as per the identified structural dimensions and analytical categories
Output: The results and findings identified the critical points in the literature, with a summary of the contributions, research gaps, and future research directions
Table 2. Structural dimensions and their analytical categories.
Table 2. Structural dimensions and their analytical categories.
MethodsStructural DimensionsAnalytical Categories
Inductive, based on the literature being reviewedCapacity development—focus on educational capacityTeaching in STEM
Government programs in education
Pedagogy
Capacity development—focus on research capacityResearch in STEM
Government programs in science
Research competencies
Type of program
Deductive, related to HESProgram implementation mechanisms and the implementation levelPedagogical modernization
International cooperation
Digital transformation
Institutional leadership
Deductive, related to HESBarries and driversBureaucratic inertia
Lack of funding
Brain drain
Weak industry–academic links
Political commitment
Deductive, related to current HES trendsUniversity–industry partnershipEducation partnership
Science partnership
InternationalizationEducation partnership
Science partnership
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Amirbekova, D.; Makhanova, A.; Kussaiyn, M. Aligning Higher Education Toward the Development of an Educational Hub: The Case of Kazakhstan. Educ. Sci. 2025, 15, 1597. https://doi.org/10.3390/educsci15121597

AMA Style

Amirbekova D, Makhanova A, Kussaiyn M. Aligning Higher Education Toward the Development of an Educational Hub: The Case of Kazakhstan. Education Sciences. 2025; 15(12):1597. https://doi.org/10.3390/educsci15121597

Chicago/Turabian Style

Amirbekova, Diana, Albina Makhanova, and Meruyert Kussaiyn. 2025. "Aligning Higher Education Toward the Development of an Educational Hub: The Case of Kazakhstan" Education Sciences 15, no. 12: 1597. https://doi.org/10.3390/educsci15121597

APA Style

Amirbekova, D., Makhanova, A., & Kussaiyn, M. (2025). Aligning Higher Education Toward the Development of an Educational Hub: The Case of Kazakhstan. Education Sciences, 15(12), 1597. https://doi.org/10.3390/educsci15121597

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