Nazarbayev University Repository (NUR) is an institutional electronic archive designed for the long-term preservation, aggregation, and dissemination of scientific research outcomes and intellectual property produced by the Nazarbayev University community and affiliated organizations.

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    Analysis of the function of periostin isoform 3 in bladder cancer development and progression
    (Nazarbayev University School of Medicine, 2026-04-24) Torebayeva, Zhansaya; Riethmacher, Eva; Riethmacher, Dieter
    Bladder cancer takes up the eighth place among the most commonly diagnosed cancers worldwide, as in 2020, there were 573 278 incident cases, with 212 536 deaths documented. Bladder cancer primarily affects individuals over 60 and it is more prevalent in men than women. Despite a variety of existing treatments, high recurrence rate and progression to severe forms prove the need for novel solutions. The tumor microenvironment, comprising non-tumor cells and extracellular matrix proteins (ECM), plays a crucial role in cancer development. Periostin, an ECM protein known for its function in cell adhesion and structural maintenance, was shown to be overexpressed in cancer cells. It was associated with tumor formation in breast, lung and colon cancers. This study focused on expression of its isoform 3, and analyzed its function in proliferation of urinary bladder cancer cells. Growth in the number of MB49 2C9 cells, where the periostin gene was knocked out, was compared with MB49 2C9 cells expressing transcript variant 3. Both groups demonstrated time-dependent increase in cell count and fold change over a 72-hour period. No statistically significant difference was found between proliferation of two groups, implying that isoform 3 did not have proliferative effect in given experimental conditions.
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    A “Third Way” Model of Higher Education for Kazakhstan
    (Nazarbayev University Graduate School of Education, 2026) Bekmurat, Aibar
    In Kazakhstan, the future of the students is often deter-mined by their socio-economic background rather than their talents and merits. To solve such problems, various models have been proposed around the world. The most notable examples are the opposing models of the USA and Nordic countries, which focus on innovation and competition and equity and collaboration, respectively. There have been numerous discussions about which model should be adopted by Kazakhstan. On the one hand, the Nordic model offers equal opportunities for students. On the other hand, others argue that innova-tions are feasible only through the practice of competi-tion. Nevertheless, I think that Kazakhstan should not base its higher education fully on one type of model. Instead, another approach that is suitable for the country must be practiced in order to solve the current problems of Kazakhstani higher education. This essay will first discuss the US model of higher education, then the Nor-dic model, and finally why the “third way” is the best solution for Kazakhstan’s case.
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    Review of Bolashak Programme and Nazarbayev University using the Conflict Theory and Critical Pedagogy Theory
    (Nazarbayev University Graduate School of Education, 2026) Bemah, Lydia
    Major revolutions across the business and educational world in the 21st century have increased internationalisa-tion. According to Knight (2004), internationalisation is viewed as the process of incorporating international, in-tercultural, or global perspectives into the objectives, ac-tivities, and delivery of higher education. Additionally, Schoorman (2000) defined internationalisation as a con-tinuous educational process dominated by countries, tak-ing place within the global context of knowledge and practice, where societies are perceived as part of a broad-er, inclusive world. Recently, internationalisation has be-come a significant subject in the higher education arena, with higher education institutions being challenged to incorporate international standards into their system and principles (Knight, 2008). In this paper, I will explore the two major internationalisation policies implemented in Kazakhstan. Through the lenses of conflict theory and Pierre Bourdieu's theoretical framework, I will examine how these policies perpetuate inequality in Kazakhstan.
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    Proposing an Anti-Human Trafficking Educational Program in Kazakhstan
    (Nazarbayev University Graduate School of Education, 2026) Kakim, Adiya
    This paper argues that Kazakhstan’s new anti-trafficking law will succeed only if it addresses the gap between pol-icy and practice in higher education. Why do I think so? Because otherwise the law risks becoming what Matland (1995) calls a policy that looks strong on paper but fails in action. And what does “action” mean? It means teach-ing vulnerable groups how to protect themselves from trafficking and slavery. In my view, this can be done through special educational programs that teach students how to recognize fake job offers, how to protect their documents, and how to seek help if they find themselves in a situation of exploitation.
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    A Critical Autoethnography of Multilingual Identity through the Dominant Language Constellation Lens
    (Nazarbayev University Graduate School of Education, 2026) Yeltayeva, Aruzhan
    Multilingual identity development is important in Kazakhstan’s education system, where learners and teachers move across Kazakh, Russian, English, and other foreign languages in changing social and academic contexts. Although multilingualism is often presented as a valuable resource, individual language experiences are still shaped by wider language ideologies, including beliefs about correct pronunciation, language separation, native-like competence, and the unequal value attached to different languages. This autoethno-graphic study examines how my multilingual identity developed through my experiences as a learner, English language teacher, and master’s student in multilingual education. Drawing on poststructuralist views of identity, language ideology scholarship, and Aronin’s (2020) Dominant Language Constellation framework, the study explores how my key languages functioned together as part of an inter-connected multilingual system. Through personal vignettes and reflexive analysis, the study shows a gradual shift from an early mono-lingual understanding of languages as separate and hierarchical to a more flexible multilingual perspective shaped by translanguaging, academic mobility, and critical reflection. The analysis shows that Russian represented home and emotional belonging, Kazakh cultur-al roots and schooling, English academic and professional mobility, German intellectual development, and Finnish emerging interna-tional experience. Overall, the study argues that multilingual identity is a dynamic process shaped by social context, identity negotia-tion, and ideological awareness.