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    NU GSE Research in Education, Volume 8, Issue 2. 2025. Table of Contents
    (Nazarbayev University Graduate School of Education, 2025)
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    Kazakhstan's Foreign University Branches: A Policy Analysis of Their Role in addressing Intellectual Migration
    (Nazarbayev University Graduate School of Education, 8 (2), 2025) Sagyntay, Maira
    In this paper, I examine how recent policy can reverse educational migration in Kazakhstan by launching branches of foreign universities in different regions of the country. In order to increase the attractiveness of higher and postgraduate education and better position Kazakhstani higher educational institutions (HEIs) in the international educational space, the implementation of an internationalization strategy was developed, including the creation of favorable conditions for learning (infrastructure, grants, scholarships, etc.), information mechanisms, and simplification of the student visa appli-cation process. By 2029, at least 12 branches and representative offices of prestigious foreign universities in Kazakhstan have been planned. This will enable the transformation of the management system and the intro-duction of international educational standards into the content of education and the learning process, including teacher training (Adilet Zan, 2023).
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    Latinization of Kazakh - Implications for Language Policy, National Identity and Education in Kazakhstan
    (Nazarbayev University Graduate School of Education, 8 (2), 2025) Saidalin, Tamerlan; Baimetov, Muzaffar
    After gaining independence in 1991, Kazakhstan’s first president, Nursultan Nazarbayev, focused his policies on reinforcing the ethnic identity of Kazakhs and their dominance over other nationalities (Svanberg, 1994, as cited in Bekzhanova & Makoelle, 2022). This emphasis on national identity positioned language as a tool for decolonization (Bekzhanova & Makoelle, 2022). The transition from the Cyrillic to the Latin alphabet represents a major shift in Kazakhstan’s language policy, carrying long-term educational, social, and political consequences. While the reform aims to modernize the Kazakh language, strengthen national identity, and facilitate integration into the global economy, its implementation has raised concerns regarding teacher preparedness, accessibility for minority communities, and potential disruptions to literacy development (Bekzhanova & Makoelle, 2022). As the script change seems politically ambitious, it is slow in its implementation (du Boulay & du Boulay, 2021). Latinization is a step toward national modernization; however, its current implementation strategy lacks sufficient support mechanisms for educators and students, leading to challenges in adoption and inclusivity. The absence of a comprehensive transition framework has resulted in confusion among teachers, inconsistencies in instructional materials, and the marginalization of Rus-sian-speaking and multilingual communities (Bekzhanova & Makoelle, 2022). Furthermore, the reform risks educational disparities, as students from diverse linguistic back-grounds struggle to adapt to the new script. This paper critically examines the factors and consequences of Latinization and its implication. By analyzing these factors, the study aims to provide policy recommendations to ensure a more equitable and effective transition to the Latin script.
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    To What Extent Should Translanguaging Be Encouraged in English-Medium Instruction Classrooms
    (Nazarbayev University Graduate School of Education, 8 (2), 2025) Virtue Ifeoma Ayozie
    Recent research has focused on the importance of translanguaging in English-Medium Instruction (EMI) classrooms in multilingual settings and higher education. According to Chicherina and Strelkova’s (2023) research roughly 85% of both tutors and students view translanguaging as a productive tool to enhance commu-nication in EMI classrooms. This editorial paper will first examine how translanguaging should be encouraged in EMI classrooms and indicate the benefits and challenges of encouraging translanguaging in these classrooms.
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    Exploring the Complexity of English Language Teacher-Tutor Identities in Rural Kazakhstan
    (Nazarbayev University Graduate School of Education, 8 (2), 2025) Yeltayeva, Aruzhan
    Shadow education refers to fee-based supplementary tutoring that operates alongside mainstream schooling and has become increasingly prevalent. Although urban tutoring markets in Kazakhstan have been examined, rural schoolteachers’ perspec-tives on English private tutoring (EPT) remain underexplored, particularly in relation to their dual roles. Guided by Ball and Youdell’s (2008) theory of hidden privatization and Ramarajan’s (2014) intrapersonal network identity approach, this study explores the experiences of six rural English teachers from the southern, central, and eastern regions through semi-structured interviews and narrative writing. Findings show that teachers engaged in EPT due to market-driven demand, the need for fi-nancial resources, and professional enjoyment and development. They also encountered challenges of limited time, high pa-rental expectations, and emotional strain. Identity negotiations revealed power, enhancing, conflicting, and temporary ties between teachers’ institutional and tutoring roles. Participants further highlighted the need for regulation and expressed concern about the commercialization of education, which both fills systemic gaps and deepens inequalities. This qualitative study suggests pedagogical implications and areas for further research.