Search Results (44)

This study examines the relationship between higher education development, innovation capacity, and regional economic performance across Kazakhstan’s regions during the 2010–2024 period. The analysis is motivated by the growing role of higher education institutions within regional innovation systems and by ongoing debates regarding the economic effects of university modernization and innovation-policy reforms in transition and resource-dependent economies. Despite substantial higher education reforms implemented in Kazakhstan since the 2010s, including Bologna-process modernization and the post-2018 expansion of university autonomy, empirical evidence regarding the regional economic transmission of these reforms remains limited. The study employs a regional panel-data framework combining Two-Way Fixed Effects estimation with a Difference-in-Differences specification anchored on the post-2018 reform period. The empirical strategy is complemented by robustness procedures, spatial-dependence diagnostics, and tests for serial correlation and cross-sectional dependence within harmonized regional boundaries covering sixteen regions of Kazakhstan. The findings indicate that the relationship between higher education expansion and regional economic development in Kazakhstan is considerably weaker and more institutionally contingent than is frequently assumed in simplified human-capital frameworks. Individual higher-education indicators show weak or statistically insignificant independent associations with regional GRP per capita after controlling for regional and temporal fixed effects. Given the substantial overlap among several higher-education measures, these findings should not be interpreted as evidence against the broader contribution of higher education to regional development. Wage dynamics and fixed capital investment remain the strongest correlates of regional economic performance. The analysis also identifies a negative and statistically significant association between R&D personnel and regional output, which the paper interprets jointly through a regional innovation paradox in which research-capacity expansion outpaces absorptive demand, alongside alternative explanations including reverse causality, compositional features of regional R&D statistics, and within-block multicollinearity. The Difference-in-Differences estimations provide limited evidence of statistically significant short-run regional economic effects around the post-2018 reform period; the design evaluates post-2018 divergence between higher-capacity and lower-capacity regions rather than identifying a clean causal reform effect, and the null result is consistent with absence of divergence, implementation lags, low statistical power in the small-cluster panel, and limited sensitivity of regional GRP per capita to early reform transmission. The study contributes to the regional economics, innovation-systems, and transition-economy studies by providing regional panel evidence from a resource-dependent post-Soviet context characterized by substantial territorial heterogeneity. The findings suggest that higher education expansion and institutional modernization do not automatically generate measurable regional economic transformation in the absence of complementary commercialization mechanisms, diversified industrial structures, and stronger regional innovation ecosystems. Full article

This study examines labor market dynamics in Kazakhstan in the context of digital transformation, human capital development, and workforce adaptation. It focuses on unemployment trends, demographic changes, and structural labor market characteristics between 2010 and 2025. Several time-series forecasting approaches were evaluated to assess future unemployment trends. Among the tested models, SARIMA demonstrated the best forecasting performance and was used to estimate unemployment dynamics through 2028. The results indicate a relatively stable labor market, with a gradual decline in unemployment over the forecast period. The analysis also shows that demographic structure, youth labor market integration, migration processes, and educational attainment play important roles in shaping employment outcomes. Higher education is associated with lower unemployment, while vocational groups demonstrate greater labor market vulnerability. The study contributes by combining unemployment forecasting with demographic and workforce adaptation analysis in the context of an emerging economy. The findings suggest that workforce adaptability, digital skills development, and targeted employment policies may support sustainable labor market development under conditions of technological transformation. Full article

This article discusses the practical implementation of a prototype academic transcript storage system based on blockchain technology and smart contracts. The digital transformation of higher education requires reliable mechanisms for ensuring the integrity and verifiability of academic documents. It presents the design and experimental validation of a blockchain-based system for storing and verifying academic transcripts within the higher education system of the Republic of Kazakhstan. The proposed solution is based on an Ethereum Virtual Machine-compatible smart contract implemented in Solidity and deployed on a test network. The testnet was used as the experimental environment, and transaction monitoring was performed using the BlockScout v11.0.3 explorer. The architecture of the TranscriptStorage smart contract is presented, including a role-based access model, a data indexing mechanism using keccak-256, and storage of transcripts in a mapping structure (bytes32 => Transcript[ ]). The experimental results confirm the successful recording of the Transcript in the distributed ledger, event recording (Logs), and the correctness of the ABI encoding of input parameters (Raw Input), as well as a change in state (State Changes) reflecting the fee payment. The use of events is shown to enable cost-effective third-party data verification without the need to store the entire text in the contract state. The comparative results showed that the proposed system reduced gas consumption by 804.5% compared to Blockcerts, 48.8% compared to ECertChain, 82.5% compared to ShikkhaChain, and 43.5% compared to zkEVM. These improvements were achieved while maintaining high scalability, robust privacy features, and security, making it a practical solution for Kazakhstan’s educational system. Full article

Background: New psychoactive substances (NPS) represent an evolving component of global substance use patterns and may contribute to HIV transmission through both injection-related and sexual risk behaviors. In Kazakhstan, where HIV incidence has increasingly shifted toward sexual transmission, evidence on HIV testing among NPS users remains limited. This study examined behavioral, social, and structural factors associated with HIV testing in this population. Methods: A cross-sectional study was conducted among 1500 adults reporting NPS use across six regions of Kazakhstan. Data were collected using structured interviewer-administered questionnaires. The primary outcome was self-reported HIV testing (ever tested: yes/no). Independent variables included sociodemographic characteristics, substance use behaviors, sexual practices, peer communication about HIV, and structural access to prevention services. Univariable logistic regression with Bonferroni correction (p < 0.001) was used for variable screening. Multivariable logistic regression models estimated adjusted odds ratios (AORs) with 95% confidence intervals (CIs). Model discrimination was assessed using the area under the receiver operating characteristic curve (AUC). Results: Overall, 86.7% of participants reported prior lifetime HIV testing. In the multivariable model (n = 1482), older age was associated with higher odds of testing (AOR 1.06 per year; 95% CI 1.04–1.08; p < 0.001). Compared with participants holding a bachelor’s degree or higher, those without a high school diploma had lower odds of testing (AOR 0.50; 95% CI 0.28–0.89). Injectable psychostimulant use was also associated with testing (AOR 1.40; 95% CI 1.21–2.01). Participants who never discussed HIV within peer networks were less likely to have been tested (AOR 0.69; 95% CI 0.49–0.97). Engagement with HIV prevention services (AOR 0.54; 95% CI 0.39–0.75) and use of prevention centers (AOR 0.63; 95% CI 0.45–0.87) were significantly associated with testing. The model demonstrated acceptable discrimination (AUC = 0.725). Conclusions: Lifetime HIV testing uptake among NPS users in Kazakhstan is high but influenced by educational attainment, peer communication, injection practices, and engagement with prevention services. Strengthening integration of prevention services and expanding peer-based outreach may improve equitable access to HIV testing in this population. Full article

The current study aimed to examine whether Joint Commission International (JCI) accreditation is associated with higher patient satisfaction. A cross-sectional, questionnaire-based comparative study was conducted between April and July 2025 in outpatient departments of one JCI-accredited hospital (University Medical Center) and two nationally accredited public polyclinics in Astana, Kazakhstan. The questionnaire was designed to assess satisfaction across four domains: communication, staff responsiveness, hospital environment, and perceived quality of care. The patients attending the JCI-accredited hospital demonstrated significantly higher satisfaction across all domains compared to those of nationally accredited hospitals (p < 0.01). The largest difference was observed in staff responsiveness. In the multivariable regression analysis, the accreditation status emerged as the strongest independent predictor of overall patient satisfaction score (β = 0.42; 95% CI: 0.31–0.53; p < 0.001), even after adjusting for age, gender, education, employment status, and prior hospital visits. Education level and previous hospital experience were modest yet statistically significant predictors, whereas age, gender, and employment status were not significant in the adjusted analyses. JCI accreditation was associated with higher patient satisfaction scores in outpatient care settings, indicating a positive relationship between accreditation status and patient-centered outcomes. Full article

Kazakhstan has aggressively pursued the internationalization of higher education, evidenced by the strategic Bolashak scholars’ program, adoption of the Bologna Process, and expanded academic mobility. In this paper, we argue that these efforts, while structurally significant, have yielded results that have prioritized institutional outputs over intercultural learning outcomes. To achieve genuine modernization, internationalization must move beyond technical compliance and be grounded in the cultivation of intercultural competence and citizenship. We review the trajectory of Kazakhstan’s educational history, development, and reforms and conclude that current efforts lack the cohesion and theoretical grounding necessary to foster globally engaged, interculturally competent citizenship. We narratively review selected international case studies of higher education institutions that have developed intercultural competence and citizenship programs to develop cross-case themes and practices. Consequently, we suggest a contextualized paradigm for developing intercultural competence within Kazakhstani higher education. We present a series of theoretical, practical, and institutional suggestions tailored for Kazakhstani higher education institutions to consider. Ultimately, intercultural competence in Kazakhstan must begin with a critical exploration of national and local values to engage the global community from a “glocalized,” culturally resonant, and decolonized standpoint. Full article

Higher mathematics is a core component of STEM and engineering education; however, many students encounter difficulties in developing conceptual understanding and problem-solving skills. This study examines students’ use of artificial intelligence-based chatbots to support learning in higher mathematics within a personalized learning framework. The empirical basis of the study consists of a cross-sectional anonymous online survey conducted at Saken Seifullin Kazakh Agrotechnical University (Kazakhstan) (n = 154). The results of the descriptive analysis indicate that 72% of respondents reported an understanding of chatbot operating principles, 49% used chatbots “as needed,” and 7% reported very frequent use. The most common areas of chatbot application were the computation of derivatives and integrals (44%) and graph plotting (28%). Among the most frequently perceived benefits, respondents highlighted explanations of complex topics (45%) and rapid access to problem solutions (28%). At the same time, the main perceived limitations included insufficient accuracy of responses (42%) and difficulties in entering mathematical expressions (35%). Overall, the findings suggest that students primarily perceive chatbots as on-demand support tools for computational tasks and conceptual explanations, while concerns related to accuracy and usability remain significant barriers to their broader adoption in the educational process. Full article

Background/Objectives: Schools, as structured social environments, are important settings for shaping lifelong eating habits, and teachers play a mediating role in nutrition education. This study aimed to assess nutrition knowledge among public school teachers, examine their perceptions of the school food environment, and identify factors associated with knowledge scores. Methods: A stratified cross-sectional survey was conducted among 736 teachers from 12 public schools during the fall of 2025. A structured questionnaire based on the Knowledge–Attitudes–Practice model was used to evaluate nutrition knowledge, teaching practices, perceived school food environment, and teachers’ observations of student food-related behaviors. Group differences were examined using t-tests and ANOVA, and multivariable logistic regression was applied to identify factors associated with low nutrition knowledge. Results: The mean knowledge score was 6.26 ± 2.64 out of 12, with 23.6% of teachers classified as having low knowledge, 59.9% satisfactory, and 16.4% good. Primary school teachers scored significantly higher than subject teachers (7.27 vs. 5.64; p < 0.001). Regular conduct of nutrition classes was associated with lower odds of low knowledge (adjusted OR 0.10, 95% CI 0.05–0.23, p < 0.001). A sensitivity analysis using continuous knowledge scores confirmed this pattern, with the absence of nutrition teaching predicting a 1.40-point reduction in scores (95% CI −1.86 to −0.94, p < 0.001). Teachers rated school meal quality moderately high, and frequently observed student refusal of canteen food and purchase of sweets or fast food outside school. Conclusions: This study found that public school teachers in Karaganda, Kazakhstan showed satisfactory overall nutrition knowledge, with gaps in applied understanding and common dietary myths. Primary teachers and those actively teaching nutrition had higher knowledge scores, indicating an association between pedagogical engagement and content knowledge. To help optimize the school food environment, educational policies would benefit from the development of cross-curricular instructional materials fitted specifically for secondary school subject teachers. Full article

Background: This study aims to examine the level of awareness, attitudes (including stigma and discrimination), and behaviors related to tuberculosis among the population of the Republic of Kazakhstan to identify priorities for raising awareness and reducing stigma. Methods: The study interviewed 2400 people from six regions of Kazakhstan using stratified random sampling based on gender and age. Respondents were chosen from cities and villages, including RK citizens over 18 who could answer questions. Additionally, 400 people with HIV, 200 drug users, 200 internal migrants, and 500 health workers were interviewed. Recruitment was done through profile organizations and the snowball method, with all participants giving informed consent. Results: The study showed different levels of knowledge about tuberculosis (TB) in Kazakhstan. Radiography was the most commonly known detection method (71–91%). Awareness of sputum testing was highest among drug users (84%) and HIV patients (77%), but lower among internal migrants (39%). Internal migrants had the most uncertainty about TB tests (17%). Stigmatizing views of TB patients existed, with 28–38% believing most people reject them. Among healthcare workers, only 38. 8% correctly identified the G-Xpert test for TB and rifampicin resistance, and over one-third misunderstood the Mantoux test’s purpose. Conclusions: The findings show a need for focused educational efforts to boost TB awareness and lessen stigma, especially among internal migrants and the general public. Vulnerable groups, like PLHIV and PWUD, have higher awareness but still encounter major barriers. Improving healthcare workers’ knowledge about TB diagnostics is also crucial. Specific communication strategies and policies are needed to improve TB detection, reduce social stigma, and improve healthcare access for at-risk groups in Kazakhstan. Full article

This article evaluates how artificial intelligence (AI) and educational technology (EdTech) support inclusive learning in Russia and Kazakhstan, two Eurasian countries that share post-Soviet educational legacies but differ in their levels of digital infrastructure and teacher preparedness. Using an asymmetric mixed-methods design, the study draws on a primary survey of N = 2570 educators and staff in four Russian cities (Moscow, Saint Petersburg, Yekaterinburg, Novosibirsk; October–December 2024; response rate 59.8%) and secondary policy/indicator analysis for Kazakhstan. Russia exhibits higher broadband access, AI/EdTech platform adoption, and teacher digital skill levels compared with Kazakhstan. Structural equation modeling (SEM; SmartPLS 4.1) tested four latent constructs—learning environment (LE), general digital competencies (HCg), specialized AI skills (HCs), and inclusion (I)—with satisfactory validity (AVE > 0.5; HTMT ≤ 0.85). A three-stage Measurement Invariance of Composite Models (MICOM) procedure confirmed configural, compositional, and full mean/variance invariance across Russian city subgroups, enabling pooled path analysis. Kazakhstan indicators from secondary sources are discussed as a descriptive benchmark. Semi-structured interviews with 24 stakeholders (12 Russia, 12 Kazakhstan; March 2025; analyzed with NVivo 14) revealed four themes: policy coherence, teacher readiness, infrastructure access, and ethical AI governance. Key SEM paths were LE → HCg (β = 0.278), HCg → HCs (β = 0.652), and HCs → I (β = 0.188), all p < 0.001. A formal mediation analysis confirmed a significant indirect effect across the full LE → HCg → HCs → I chain. The findings indicate that infrastructure is necessary but insufficient: the key to inclusion lies in sustained development of both basic and specialized digital skills, supported by coherent policies and continuous professional development. China and India are discussed as secondary international benchmarks drawn from published reports, not as sites of primary data collection. Full article

Background/Objectives: Despite a wide range of international studies examining antibiotic prescribing practices among physicians, research from Central Asia remains scarce. To address this gap, the present study aimed to investigate antibiotic resistance awareness and prescribing practices among general practitioners (GPs) in Kazakhstan, Kyrgyzstan, Uzbekistan, and Tajikistan. Methods: The online questionnaire was completed by 1231 GPs, including 469 from Kazakhstan, 274 from Kyrgyzstan, 369 from Uzbekistan, and 119 from Tajikistan. Results: Most physicians (71.1%) acknowledged that their antibiotic prescribing behavior influences the development of antibiotic resistance in their regions. More than half reported discussing antibiotic resistance with their patients often or very often. However, the strategy of delayed antibiotic prescribing was unknown to 27.1% of GPs. Factors associated with good knowledge of indications for antibiotic prescribing included female sex, older age, working in Uzbekistan, practicing in urban areas, seeing 20 or more patients per day, and use of practice guidelines. Clinical practice guidelines were the most frequently reported source of current information on antibiotic therapy and resistance (20.4%), followed by continuing professional education (15.9%) and textbooks (14.1%). The vast majority of GPs (94.4%) indicated a need for additional information resources to support more rational antibiotic prescribing. The most commonly cited needs were higher-quality clinical practice guidelines (22.5%) and better access to existing guidelines (17.7%). Conclusions: These findings suggest that, despite generally high awareness of antibiotic resistance, important knowledge gaps remain among GPs in Central Asia. Strengthening access to clinical guidelines and continuing professional education may support more rational antibiotic prescribing. Full article

Brucellosis continues to pose a substantial zoonotic risk in Kazakhstan; however, evidence describing the knowledge, attitudes, and practices (KAP) of cattle farmers and veterinary personnel remains limited. A cross-sectional study was undertaken between May and October 2024 across twelve administrative locations nationwide. Structured questionnaires were administered to 506 cattle farmers and 33 veterinary professionals, and the data were evaluated using descriptive analyses and univariable logistic regression. Awareness of brucellosis in cattle was relatively high among farmers, yet understanding of its implications for human health was markedly lower. In contrast, animal health workers demonstrated consistently higher levels of knowledge (OR: 12.6; 95% CI: 9.88–16.34; p < 0.001). Several practices associated with zoonotic transmission were commonly reported by farmers, including handling aborted materials without protective gloves, consumption of unpasteurised milk, and leaving reproductive tissues in grazing areas. Nevertheless, most farmers expressed readiness to adopt preventive measures, particularly cattle vaccination and the use of basic protective practices. These findings reveal important gaps between awareness and behavior that may contribute to continued transmission of brucellosis. Strengthening farmer education through locally tailored, One Health-based interventions offers a practical pathway to improving brucellosis control and enhancing cattle productivity in Kazakhstan. Full article

This article introduces a framework for scientific and professional language training tailored for STEM (Science, Technology, Engineering and Mathematics) specialists, emphasising the integration of digital technologies and artificial intelligence (AI) in language education. The framework aims to develop students’ research communication skills and digital competencies, which are essential for effective participation in both national and international scientific discourse. The article discusses contemporary trends in STEM education, emphasising the importance of interdisciplinary approaches, project-based learning, and the utilisation of digital tools to boost language skills and scientific literacy. The article outlines the development and deployment of a digital platform aimed at supporting personalised and adaptive learning experiences, integrating various educational technologies and approaches. Empirical research conducted through a pedagogical experiment demonstrates the effectiveness of the framework, showing significant improvements in students’ academic and linguistic competencies across multiple modules. The findings highlight the importance of combining language training with STEM education to equip future engineers for the challenges of a globalised and digitalised professional world. This work reports on the “Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies” project conducted at Saginov Technical University (STU) in Kazakhstan and funded by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). The research contributes to the ongoing discussion on improving language teaching in STEM fields, offering a framework that aligns with current educational demands and technological progress. Full article

This study analyzes the observed patterns of Generative Artificial Intelligence (Generative AI) use by students in higher education through the lens of the sociotechnical systems (STS) theory, focusing on the academic subsystem. The empirical basis is a survey of 2083 students (3686 responses) from seven countries in Central and Eastern Europe, Central Asia, and Central Africa. Based on these data, two proxy indicators are proposed: A₁, reflecting the overall academic use of Generative AI and A₂, characterizing the use of Generative AI in a research context. The results show that Generative AI is widely incorporated into students’ academic activities (A₁ = 79.06%), while research-oriented use remains less common (A₂ = 46.66%) and varies significantly across subsamples. A joint analysis of A₁ and A₂, visualized as a zoned space A₁–A₂, reveals different configurations of academic practices: from a predominance of routine educational use to a more pronounced focus on research tasks. Cross-country comparisons show that in certain contexts (e.g., Kazakhstan and one of the Ukrainian subsamples), Generative AI is more often used in a research context, while in other cases, its use remains predominantly educational and routine. In this sense, the results indicate that Generative AI is beginning to fulfill the role of an emerging student research assistant in students’ academic life: technology has already become a familiar tool for completing educational tasks, but its use in supporting research activities remains fragmented. The proposed model and proxy indicators allow us to describe and compare current configurations of Generative AI use in the academic subsystem. The obtained results provide a basis for further research aimed at a deeper understanding of the factors determining the inclusion of Generative AI in student research practice, as well as for the development of management approaches regarding its use in higher education. Full article

Kazakhstan’s 2025 Water Code aims to institutionalize Integrated Water Resources Management (IWRM), but its success is threatened by a persistent “implementation gap” between policy requirements and the workforce’s practical competencies. This study provides empirical evidence of a persistent misalignment between water-related higher education and emerging governance demands in Kazakhstan by conceptualizing the implementation gap as a human-capital deficit. We conducted a repeated two-wave survey of students enrolled in “Water Resources” programs (n₁ = 39, n₂ = 82) to empirically diagnose this gap and examine changes in educational preferences over time. The findings reveal an overwhelming demand for dual education (97.6%), alongside a statistically significant shift (χ²(1) = 33.53, p < 0.001) from theory-oriented learning (56.4% to 4.9%) toward practice-oriented formats (30.8% to 62.2%). Key reported constraints include limited access to modern laboratories (47.6%) and insufficient real-world professional experience (28%). Taken together, these results indicate a structural misalignment between academic training and the competency requirements implied by ongoing water-sector reforms. The study concludes that dual education may function as an institutional mechanism for narrowing the policy-to-competence gap, supporting efforts to operationalize the 2025 Water Code and advance Sustainable Development Goals 4 and 6. Full article