01. PhD Thesis
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Item Embargo DOCTORAL STUDENTS’ SOCIALIZATION INTO THE ROLE OF ACADEMIC RESEARCHER(Nazarbayev University Graduate School of Education, 2025-02-14) Temerbayeva, AizhanThis study examined how doctoral students at Nazarbayev University (NU), specifically within the Graduate School of Education (GSE) and the School of Engineering (SEng), develop their researcher identities through various stages of socialization. Grounded in Weidman et al. (2001) theory of graduate student socialization and Akerlind’s (2008) concept of researcher identity development, the research explored the dynamic transition from novice to independent scholar. The study employed an embedded multiple-case study design, focusing on the distinct socialization processes in GSE and SEng to capture disciplinary and institutional nuances. Data were collected through semi-structured interviews with 21 doctoral students across different cohorts and analyzed alongside institutional documents, such as program handbooks and syllabi. This approach provided a comprehensive view of how individual factors, like motivation, prior academic and research experience, and student agency interact with institutional factors, such as program structure, funding, research infrastructure to shape researcher identity development. Thematic analysis revealed that identity formation is non-linear and context-dependent, with GSE students emphasizing collaborative and reflective practices, while SEng students focused on technical research and industry collaboration. Despite disciplinary differences, both groups highlighted the critical role of mentorship and institutional support. The findings offer insights into the unique challenges and opportunities of doctoral socialization in NU’s transcultural, rapidly evolving academic environment. The study contributes to the broader theoretical understanding of researcher identity development in non-Western contexts and provides practical recommendations for enhancing doctoral education through structured mentorship, resource provision, and program flexibility.Item Embargo SCHOOL TECHNOLOGY LEADERSHIP DIMENSION PRACTICES FOR TEACHERS’ TECHNOLOGY INTEGRATION IN KAZAKHSTANI URBAN SECONDARY SCHOOLS: A MIXED-METHODS STUDY(Nazarbayev University Graduate School of Education, 2025-02-10) Adikhanov, IdayatullaSchool leadership can both positively lead and influence teachers' actions to better implement innovative changes in their teaching, and is considered the most critical factor in the successful integration of technology in teaching and learning. Multiple studies contribute to this emerging field of school technology leadership, illustrating its significance. However, more research is needed to discover the many facets of this field, particularly the connection between leadership practices and teachers' technology integration, as well as enriching the empirical database using mixed-methods methodological approaches. This thesis investigates how principals' technology leadership supports and sustains teachers' integration of technology in Kazakhstani secondary schools, using a mixed-methods explanatory sequential design. The study first quantitatively assessed the relationship between the dimensions of school technology leadership and the level of technology integration among teachers. Utilizing a two-section questionnaire distributed among 750 educators, the research identified significant correlations, revealing that stronger leadership practices are associated with higher levels of ICT integration, particularly in lyceums and gymnasiums in Kazakhstan. Subsequently, qualitative interviews with nine principals from the high-performing ICTintegrated schools provided deeper insights into the practical aspects of this leadership. These discussions highlighted four key dimensions of effective technology leadership: establishing a vision, providing technological and infrastructural support, developing professional capacity and a collaborative culture through internal and external stakeholders, and systematic improvement.Item Embargo NOVICE TEACHERS’ PERSPECTIVES ON NOVICE TEACHERS’ RETENTION IN STATE SECONDARY SCHOOLS IN ASTANA, KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-02-24) Rysbekkyzy, GulzhanTeacher attrition among novice teachers who have less than five years of experience is a persistent global problem, with significant implications for student achievement, professional development, and national investments in teacher education. Kazakhstan faces similar challenges, as many novice teachers leave the profession early, impacting school staffing stability and educational outcomes. This study investigates novice teachers’ perceptions on factors affecting teacher retention in four state schools in Astana, Kazakhstan. Using a theoretical framework rooted in teacher socialization, the study integrates Chapman’s Model of the Influences Associated with Teacher Retention and Bronfenbrenner’s Ecological Systems Theory. This approach enables an examination of various interconnected factors, including early childhood experiences, pre-service education, school-context factors, and broader socio-cultural influences on novice teachers’ decisions to stay in the profession. Employing a qualitative phenomenological design, this study draws insights from semi-structured interviews with fourteen novice teachers, conducted both in-person and online. Through inductive analysis following Miles and Huberman’s approach, the study identifies key retention factors grounded in teachers' lived experiences. The findings reveal a complex interplay between support systems, professional development, and socio-cultural expectations that influences novice teachers' commitment. These insights hold practical implications for policymakers and education leaders, offering targeted recommendations to enhance retention efforts for novice teachers in Kazakhstan’s educational system.Item Open Access LEARNING TO BECOME UZBEKISTANI: SCHOOLING AND YOUTH DISCOURSES OF NATIONAL IDENTITIES THROUGH THE INTERSECTIONS OF ETHNICITY, GENDER AND RELIGION(Nazarbayev University Graduate School of Education, 2025-03-14) Ozawa, Vanessa CarolineSince 1991, Uzbekistan, a multi-ethnic Central Asian state where 60% of the population is under 30, has placed youth at the centre of nation-building. Intending to fill the void left by socialist ideologies, constructing a new national identity has become a political priority. As powerful state institutions where “official knowledge” is disseminated, schools have emerged as the primary channel to instil new national values and patriotism in youth. However, the relationship between education and national identity in Uzbekistan is largely underexplored, and empirical studies are almost non-existent. Notably, Uzbekistani youth perspectives on their national identities and their relationship to the nation remain unknown. To fill this knowledge gap, drawing upon empirical data, including participant observations, photo elicitations, oral history interviews, focus group discussions with university students from various social groups, and textbook analysis, this ethnographically informed study critically examines the role of school education in shaping youth national identities in a complex post-socialist setting. Informed by post-structuralism, which captures identity as non-substantial and shaped through differences with “otherness”, the study explores how school discourses construct national identity through “internal/external others”. It also examines the intersections of national markers such as ethnicity, gender, and religion. By privileging the diverse realities of Uzbekistani youth, the study further analyses how youth learn, perform, negotiate, and resist institutional discourses of national identity construction. The study reveals that school discourses promote positive self-national images of Uzbekistan by extensively drawing boundaries between “us” (Uzbekistan) and “them” (foreign countries and the socialist past). While these discourses do not promote any particular “antagonistic external others”, the “us/them” binary is mostly hierarchical, portraying Uzbekistan as superior. Furthermore, the study indicates the active promotion of ethnicity, gender, and religion as national markers in school discourses. Although some textbook discourses promote inclusivity and equity, these markers primarily centre around dominant social groups such as Uzbeks, men, and Muslims, establishing “internal others” who do not conform. Simultaneously, reflecting the state’s authoritarian secularism, Islam emerged as a complex national marker that youth navigated and negotiated. Despite a singular curriculum, Uzbek-and Russian-medium school practices differed in how they instil national identities, reflecting the role of hidden curriculum in the complex post-Soviet environment. The analysis shows that for many Uzbekistani youth, particularly those from dominant groups, national identity discourses largely overlap with school discourses. However, tensions among youth from different social groups are underscored, especially along ethnic, gender, religious, and linguistic lines. Minority groups expressed frustrations and resistance towards school discourses, revealing discrepancies in their sense of belonging to Uzbekistan. Furthermore, the study shed light on the parallel worlds of students from Uzbek- and Russian-medium schools, who coexist with minimal interaction and distinct national identities. The study highlighted the key role of school education in shaping youth national identities. While acknowledging Uzbekistan’s multi-ethnic and post-socialist context, it emphasises the importance of constructing national identities through less hierarchical “us/them” binaries that reinforce stereotypes of “external others”. Reflecting the population’s heterogeneity, the study calls for more inclusive school discourses, and given the discrepancies in national belonging and tensions among different social groups, less ethnocentric, patriarchal, and authoritarian national markers are crucial for social cohesion.Item Embargo Developing plurilingual academic literacies of young Kazakhstani scholars: An ethnographic case study(2025) Chsherbakov, AndreyWithin the academic literacies framework, academic writing practices are viewed as a social phenomenon that involves identity formation and negotiation, epistemologies, and power relations within discourse communities. Prior to independence in 1991, Kazakhstani higher education and research was dominated by the Russian language and Russian-based academic literacies. A significant language shift to Russian during the Soviet period did not allow for the development of Kazakh and other languages in the academy. The current geopolitical situation and the policies regarding publications for PhD candidates and university faculty have been reshaping the academic literacies of local academic discourse communities, presenting challenges to emerging scholars. Plurilingual approaches to academic writing instruction may help mitigate these challenges through expanding students’ repertoires of literacies in different languages as well as developing their pluricultural competences. This study is interested in the multilingual academic literacies of Kazakhstani discourse communities working in humanities and social sciences, how they are affected by the internationalisation of academic discourse, and how plurilingual pedagogical approaches can be applied in the context of Kazakhstani higher education. Therefore, the aim of this ethnographic study is to explore the plurilingual practices of 12 doctoral students in Kazakhstani universities as they took a 12-week course in academic writing informed by plurilingual pedagogies, genre-based and academic literacies approaches. Ethnographic fieldwork aimed to 1) identify the participants’ plurilingual academic literacies; 2) reveal the effect of internationalisation on their literacies; and 3) explore the use of plurilingual pedagogies in teaching academic writing as they go through the course. The data, which include semi-structured interviews, classroom observations, samples of student writing, and researcher diaries were analysed through the lens of academic literacies, genre knowledge, plurilingual pedagogies, and continua of biliteracy frameworks. The findings reveal how Kazakhstan’s current education practices as well as policies pertaining to scholarly publications lead to the “scopusisation” of academic discourse and shape academic literacies and identities of emerging scholars. The findings of the study are used to develop a comprehensive framework of academic literacies, which synthesises the existing theories, including Lea and Street’s Academic Literacies and Tardy’s Genre Specific Knowledge, and to explore the use of plurilingual pedagogies in developing postgraduate students’ academic writing. Implications of the study include recommendations for academic writing instruction, as well as policy related to education, research, and scholarly publication.Item Embargo SELF-DETERMINED LEARNING IN HIGHER EDUCATION IN KAZAKHSTAN: MULTIPLE CASE STUDY OF ONLINE LIFELONG LEARNING(Nazarbayev University Graduate School of Education, 2025-01-27) Kavashev, ZulyarThe purpose of this qualitative multiple case study was to investigate the phenomenon of self-determined learning within the implementation of online teaching and learning in two higher education institutions located in one city of Kazakhstan. In this thesis, the terms “Heutagogy” and “Self-determined learning” are used interchangeably to mean the development of learner autonomy and self-directedness within the implementation and integration of emerging technologies and pedagogies in teaching and learning (Blaschke, 2012). Heutagogical theory promotes the development of self-determined lifelong learners based on heutagogical design principles, such as exploration, creation, collaboration, connection, reflection, and knowledge sharing (Blaschke, 2013; Hase, 2016). This multiple case study focuses on the point of intersection between online learning, self-determined learning, and lifelong learning, and comprises two cases: University A with its fully online learning environment and University B with its blended learning environment. Participants were five university faculty members, five instructional designers/instructional technologists, and eight Master’s students. The findings reveal the critical role of learning facilitation in linking online learning, self-determined learning, and lifelong learning. This study makes a theorical contribution by identifying this connection as a core component within self-determined learning. It demonstrates how simultaneous trends in student-centered learning and online learning create a synergy that facilitates heutagogical learning. Additionally, it advances the understanding of lifelong learning in Kazakhstani higher education institutions by fostering learner agency and skills development within facilitative online learning environments. The key contribution is the solution it provides for policy and practice in the field of online learning in higher education. It also suggests the need for future research to explore heutagogical design principles in AI-powered learning environments, involving instructional designers, instructors, and students in higher education.Item Embargo SYNTHESIS AND OPTIMIZATION OF DNA NANOPARTICLES FOR THERAPEUTIC APPLICATIONS(Nazarbayev University School of Engineering and Digital Sciences, 2025-04-02) Raimbekova, AigulNanoparticles (NPs) represent a versatile platform for therapeutic delivery and diagnostic applications due to their nanoscale size, enhanced surface-to-volume ratio, and capacity for targeted delivery. Among various types of NPs, chitosan nanoparticles (CsNPs) have gained significant attention due to their biodegradability, biocompatibility, and mucoadhesive properties. Despite these advantages, CsNPs face challenges such as instability during storage and variable transfection efficiency. This thesis addresses these limitations by optimizing the synthesis, storage, and functional properties of CsNPs, specifically for DNA delivery and non-viral vaccine applications. Through lyophilization and sonication, CsNPs retained their transfection efficiency and stability over long-term storage, demonstrating nearly identical transgene expression levels to freshly prepared particles after three months at 4 °C. Optimal lyophilization conditions, including a duration of 24 hours and a batch volume of 3000 µL, yielded the highest transfection efficiency, emphasizing the importance of process parameters in nanoparticle functionality. Sonication post-lyophilization further enhanced DNA expression by reducing aggregation and maintaining spherical morphology. The N:P ratio significantly influenced CsNP stability and transfection efficiency, with ratios of 2:1 and 3:1 offering optimal DNA condensation, cellular uptake, and biocompatibility. These findings align with previous studies suggesting moderate N:P ratios are ideal for gene delivery applications. Additionally, this study investigates the physicochemical characteristics, cellular uptake dynamics, and cell cycle-dependent uptake of CsNPs to optimize their potential as delivery systems. The combination of fluorescent dyes (FITC and Cy5) significantly altered the surface charge of CsNPs, reducing their cellular uptake efficiency, with double-labeled nanoparticles showing the lowest uptake. Time-dependent uptake analyses revealed that CsNPs localized near the cell membrane within 2 hours post-treatment, internalized into the perinuclear region by 12 hours, and plateaued at 24 hours, with FITC remaining detectable for up to 48 hours. Cell cycle synchronization studies showed higher CsNP uptake in G2/M phase cells compared to S and G0/G1 phases, likely due to increased membrane permeability and nuclear accessibility. Additionally, lower concentrations of synchronization agents (200 nM) enhanced transfection efficiency, highlighting the role of reduced cytotoxicity. These findings underscore the importance of dye-labeling optimization, intracellular dynamics, and cell cycle synchronization in designing efficient nanoparticle-based delivery systems. The study also explored CsNPs encoding the SARS-CoV-2 Spike glycoprotein (S-CsNPs) as immunogenic agents, administered via oral (PO) and intramuscular (IM) routes in combination with the CpG 7909 adjuvant. IM delivery elicited a robust humoral immune response, while PO delivery modulated immune tolerance. Co-administration of CpG 7909 significantly enhanced IgG antibody levels for both routes, demonstrating its potential as a versatile immunostimulatory agent. The findings obtained suggest that S-CsNPs, particularly when paired with CpG, hold promise for mucosal and systemic immune-stimulator applications, offering advantages in ease of administration and scalability. Despite these advancements, limitations remain, including the need for long-term studies to assess the durability of the immune response and further evaluation of S-CsNPs as immune-stimulator vehicle. This work provides a foundation for future research to optimize vaccine formulations and delivery strategies, advancing CsNP applications in gene delivery and immunization, particularly in scenarios requiring extended storage and rapid deployment.Item Embargo ACCESS TO HIGHER EDUCATION IN KAZAKHSTAN: VOICES OF UNDERGRADUATE STUDENTS AT ONE HIGHLY SELECTIVE UNIVERSITY(Nazarbayev University Graduate School of Education, 2025) Baikenov, KanatAdmission to higher education in Kazakhstan is centralized and managed by the National Testing Center, which administers the Unified National Test (UNT), a standardized and curriculum-based examination. The country has witnessed a notable rise in tertiary education enrollment, growing from 46.8% in 2016 to 56.5% in 2023. Despite this significant expansion and the implementation of a standardized admission system, equitable access to higher education for all youth in Kazakhstan remains a persistent challenge. On the contrary, disparities in educational outcomes are widening among students from different socio-economic backgrounds, particularly at top-tier higher education institutions (HEIs). Therefore, this mixed-methods study investigates the university admission processes in Kazakhstan, focusing on the perspectives of undergraduate students at a highly selective private university in Almaty, the country’s former capital. By employing Jacobs’ (2004) three-dimensional framework of equality of opportunity to assess the equity and fairness of the admission system to higher education, the study specifically examines students’ experiences during the admissions process, the role of the UNT in their admission journey, and the factors influencing university admissions. The study followed an explanatory sequential mixed-methods design; an online questionnaire was completed by undergraduate students (N = 493), followed by individual semi-structured interviews with 21 students (N = 21) from the selected university. Overall, the findings suggest that Kazakhstan’s centralized admission system is transparent, with clearly defined steps. While the UNT serves as a key high-stakes exam for university entry, offering benefits such as multiple attempts and opportunities for tuition-free higher education, the testing process also has drawbacks, including issues related to test integrity. The findings also indicate that admission to highly selective universities in Kazakhstan is challenging, with rigorous UNT score requirements and high financial costs posing significant barriers, particularly for students from rural areas and low-income backgrounds. The analysis further reveals the considerable impact of socio-economic factors, such as family background, type of secondary school, geographical location, and access to fee-paying private tutoring, on university admission prospects. The study concludes by proposing practical recommendations to make admissions to highly selective universities in Kazakhstan more equitable for students from diverse socio-economic backgrounds.Item Embargo School Stakeholders’ Conceptualization and Implementation Experiences of Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in Ghana: A Case of Heads and Teachers at Two Basic Schools(Nazarbayev University Graduate School of Education, 2025-03-31) Owusu, Ebenezer YeboahThis study explored how basic school stakeholders (heads and teachers) conceptualize STEAM and their implementation experiences in the context of STEAM education initiatives in Ghana. Data was collected from 21 basic school stakeholders from two basic schools in southern Ghana: two school heads, four classroom teachers, and fifteen subject teachers. The data was collected by combining individual interviews, lesson observations, and focus group discussions using the qualitative phenomenology case design. The data collected was analyzed and synthesized by an integrated data analysis framework developed from the seven-step phenomenological data analysis framework (Colaizzi, 1978) and the analytics model for lesson observations (Eradze et al., 2017). The Husserlian descriptive phenomenology (Giorgi & Giorgi, 2003; Jackson et al., 2018) was adopted to interpret how the teachers and school heads conceptualize STEAM education and their implementation experiences in basic schools in Ghana. It was found that the basic school heads conceptualize STEAM in consent with the fundamental philosophy of STEAM education as they described STEAM as integrated teaching and learning, experiential education, and life-long education, which implies that STEAM transcends to developing transferable skills for societal development in a rapidly changing world. The practices for STEAM in the basic schools commence with school-level collaborative practices such as termly action planning forums, weekly professional learning communities, and team building for STEAM projects. The teacher-level pedagogical practices also encompassed planning thought processes, teaching methods, cooperative activities, and assessment strategies. Moreover, the findings revealed different dimensions of factors such as stakeholders’ professional development and capacity, availability, adequacy and access to resources, school leadership support, and policy factors and external stakeholder support that enhance or constrain their STEAM practices in the basic schools. These findings gave school stakeholders, education policymakers, and other national stakeholders an indication of the areas of improvement in the context of STEAM. The study serves as a starting point for scholars to delve into research focused on STEAM implementation in Ghana. Based on the findings, a model for implementing STEAM from policy to practice has been proposed for Ghana and other emerging economies.Item Embargo CONSTRUCTION OF THE QUALITY OF EARLY CHILDHOOD EDUCATION IN KAZAKHSTAN: A TWO-SITED ETHNOGRAPHY(Nazarbayev University Graduate School of Education, 2025-03-19) Ramazanova, AizhanThis ethnographic study tells the story of how the quality of early childhood education (ECE) is constructed from the perspectives of kindergarten stakeholders in Kazakhstan. This research explores the notion of the quality of ECE as constructed by leaders, teachers, parents, and children in two kindergartens, and what shapes that understanding. ECE refers to formal education for children aged 1 to 6 years. Research in neuroscience, economics, and education highlights the long-term effects of high-quality ECE on child development, national economies, and society as a whole. Currently, Kazakhstan boasts the highest preschool enrolment rate in its history, with 99% of children aged 3-6 years enrolled. However, this significant growth in ECE brings a need to clearly understand what means the quality. Recent initiatives in Kazakhstani ECE are emphasizing quality improvement, yet the term “quality” remains undefined in the legislative context. Understanding what “quality” means in Kazakhstan is essential, especially given the efforts to establish a National Quality Evaluation System for ECE. Despite the lack of a universal definition of ECE “quality”, most existing international literature adopts an objectivist approach that measures quality through specific indicators. In contrast, this study uses a relativist approach, viewing ECE quality as a complex, multifaceted, contextual, subjective, and socially constructed concept. Additionally, the concept of quality is dynamic and can be influenced by various factors, values, and paradigms over time. This study employed qualitative methods to emphasise the socially constructed nature of reality, utilizing a two-sited ethnographic approach. Data were collected through fieldwork in natural settings, encompassing both private and public ECE environments. This allowed for the exploration of shared patterns through participant observations, interviews, document analysis, and children’s drawings to capture their voices. The findings revealed the intricate nature of the quality construct, which is multiperspective, multidimensional, and contextual. Quality in ECE was identified through six dimensions: Quality of Teachers, Quality of Pedagogy, Quality of Interactions, Quality of Leadership, Quality of Curriculum, and Quality of Environment. Stakeholders’ views were diverse, reflecting their unique experiences in the context of complex colonial realities. Ultimately, the construct of quality in ECE appeared complicated and messy in practice, with familiar processes (such as utrenniki) often taken for granted and lacking critical exploration.Item Embargo TOWARDS DETERMINING THE SOCIO-DEMOGRAPHIC AND ECONOMIC FACTORS AFFECTING YOUNG PEOPLE OF BECOMING NEET (NOT IN EDUCATION, EMPLOYMENT OR TRAINING) IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-03-06) Alimkhanova, DinaraThere is a growing emphasis on studying young people who are not in education, employment, or training (NEET) internationally as well as locally. As one of the key indicators of youth vulnerability in the SDGs, the NEET rate needs to be carefully analysed due to its heterogeneous subgroups, which may vary depending on specific contextual factors. Identifying these sub-groups requires an in-depth investigation of the social, demographic, and economic factors contributing to NEET circumstances. Kazakhstan has experienced a persistent rise in its NEET rate, suggesting that existing policies may not have effectively addressed the issue. Therefore, it is crucial to understand the issues that NEET youth begin to face in their early years, which contribute to their continued disengagement at later stages. While data limitations hinder a comprehensive understanding of the NEET issue, incorporating socio-demographic and economic variables could significantly enhance policy interventions tailored to the specific needs of these youth. Although some empirical studies have examined NEET youth in Kazakhstan, they have not systematically investigated the underlying factors shaping their circumstances. Therefore, this study aims to address this gap by investigating the demographic, social, and economic factors influencing NEET youth aged 15-24 in Kazakhstan. Utilising nationwide Labour Force Survey data and semi-structured interviews with NEET youth, the findings revealed the persistent influence of four key micro factors such as gender, age, the presence of children under three years old and educational attainment in the past ten years. Additional factors that led to NEET were inadequate education quality, poor socio-economic family backgrounds, job informality, insufficient rural infrastructure, and broader structural challenges. Despite existing policy initiatives, the NEET rate remains significant, underlining gaps in targeted interventions and systemic support. By identifying micro-, meso-, and macro-level factors shaping NEET circumstances, this study provides insights to inform evidence-based policy development and practical solutions aimed at reducing youth vulnerability and improving long-term socio-economic outcomes.Item Embargo VALIDATING A BATTERY OF READING LITERACY ASSESSMENTS FOR KAZAKHSTANI HIGH-SCHOOL STUDENTS(Nazarbayev University Graduate School of Education, 2025-02-04) Olzhayeva, AliyaShifts toward a neoliberal agenda and human capital approach to education have led to the spread of standardized tests globally. Standardized testing is one of the means of implicit control and governance that allows policymakers and politicians to audit education systems. At the same time, such testing can provide reliable information about student performance that can help identify and address learners’ needs and facilitate teaching and learning. However, it is important to ensure that assessment is aligned with teacher instruction and curricula standards in order to maximize its reliability and validity. If standardized tests are not properly aligned with curricula, this may lead to negative unintended testing consequences such as teaching-to-the-test and an over-prioritization of the tested subjects and tested content within the curriculum. The present study aims to address the issues of alignment between testing and curriculum for one subject, English Reading Literacy, within one selective school network in Kazakhstan. For many years, senior high-school (i.e., Grades 11 and 12) performance in this system was assessed by the international high-stakes exam (IELTS) which had little alignment with the curriculum standards. After recent changes in policies, IELTS was substituted by a locally developed high-stakes English exam; however, it is not clear whether this high-stakes test was developed under the rigorous standards of test design. Moreover, the test itself is not used for diagnostic or formative purposes to inform teaching and student learning. Employing an evidence-centered design framework (Mislevy & Riconscente, 2006), the current study validates a battery of reading literacy assessment instruments that are aligned with local Kazakhstani curriculum objectives and are locally appropriate. The study is mixed-method in nature and involved three main stages: pre-pilot, pilot, and main studies. Each stage ensured that a sufficient amount of evidence is accumulated to derive valid interpretations about the test instruments. The study underscores the importance of all stages in test development and validation. The subject expert review panel provided feedback on the test items and examined the alignment of test questions with curriculum objectives and cognitive reading levels. Based on inductive and deductive analytical approaches, feedback from experts was classified into five categories: (1) thematic appropriateness of the reading passages to the target population of students; (2) adequacy of complexity of the test items; (3) clarity and comprehensiveness of test items and distractors; (4) visual perception of the texts, questions, and images; and (5) punctuation. Following the feedback of the review panel, test questions were edited and piloted with Grade 11 and Grade 12 students in one of the selective schools. This stage enabled an initial inspection of the quality of test items in terms of their difficulty level, alignment with the reading construct, and gender bias. Furthermore, high-school student test-takers took part in interviews where they shared their perceptions about the tests and provided feedback on the test items in relation to (1) the clarity of questions and response options, (2) the difficulties they experienced with understanding particular texts and vocabulary, and other aspects related to the vocabulary, and (3) the choice of the reading texts, test timing, test format, and visual perception of the tests. Feedback from students was instrumental in further refinement and improvement of final tests. Two final sets of final tests were administered in four schools (in three different regions) in Kazakhstan: Final Test I was conducted in autumn-winter 2022, and Final Test II was administered in spring, 2023, six months after the first test. The results illustrate that both tests exhibited acceptable levels of reliability. There were some items that were underfitting to the Rasch model suggesting that they may not have been optimally aligned with the measured construct of reading. Some items disadvantaged female test takers and some items did not favour male test-takers. Notably, the sizes of the biases, i.e., Cohen’s d effect sizes, from medium to large. Moreover, nine link items (constituting 26% and 30% of items for Final Tests I and II, respectively) were included in order to facilitate the estimation of growth in reading ability over a six-month period. The findings illustrate the link items functioned well with a minimal equating error (0.12 logits) and that growth was substantial at d = 0.84. The application of confirmatory factor analysis and multidimensional Rasch modelling was also suggestive of an Adjusted Two-Factor TOEFL Reading Framework that could be used as a guiding framework for developing reading assessments for senior high school EFL learners. Constituting a substantive contribution to the literature and further informing the test development process, the study’s framework conceptualizes senior high school EFL reading competency into two factors, (1) Reading for Basic Comprehension and Learning, and (2) Reading to Integrate Information. Furthermore, factors predicting student reading ability in English and growth in reading ability were also explored through multi-level regression-based analyses. Gender and school location were statistically significant predictors of student reading ability. Moreover, mother occupation was a statistically significant predictor of the rate of growth in student reading. Overall, the validated battery of test instruments could be used among high school students for diagnostic or formative purposes, however, some moderate-to-high difficulty test items could be added to better target high ability students. In addition, items that were not properly aligned with the reading construct and displayed large effect sizes against female and male test takers should be further revised and edited.Item Restricted FACULTY ENACTMENT OF HIGHER EDUCATION CURRICULUM AND TEACHING POLICY IN KAZAKHSTAN: AN ETHNOGRAPHIC STUDY(Nazarbayev University Graduate School of Education, 2025-01-16) Yeszhanova, SauleFor the past three decades Kazakhstan has undergone many transformations in the higher education system (Ahn et al., 2018). In particular, Kazakhstan’s universities have witnessed significant changes in the content of curriculum (Kerimkulova & Kuzhabekova, 2017). For example, Kazakh education policymakers asked the teaching body to modernise the content of the curriculum and change the way in which faculty work by aligning curriculum and the way they work with the Bologna process (Maudarbekova & Kashkinbayeva, 2014). However, no studies have been done on how faculty members enact curriculum reforms in practice in the Kazakh higher education system. Therefore, this ethnographic study explores how faculty members of one foreign languages department are implementing changes in curriculum and teaching policy introduced in Kazakhstan’s public higher education system, analysing their perspectives and experiences in changing their teaching and learning practices. Data were collected over a period of one semester from January to June, 2023 through semi-structured and informal interviews, classroom observations, faculty meetings, document analyses, and field notes involving 21 faculty members in one public university in Kazakhstan. My interpretation of the findings was the interplay of constraints and agency in curriculum reforms. It was revealed that faculty adhered to the authority of the Ministry of Higher Education and Science and university leadership, largely through compliance with external and internal regulations and documents. The findings also manifested that the institutional culture, marked by a top-down approach, constant oversight, frequent inspections, heavy workloads, and time constraints, hindered reforms by promoting a culture of compliance. In addition, financial limitations, lack of support from university administration, and inadequate infrastructure also impeded policy implementation. Despite these obstacles, faculty agency driven by teacher dedication, beliefs, professional development, peer collaboration, individual efforts, past and new teaching experiences, as well as their social and professional environments contributed to professional growth and facilitated the successful adoption of policies. The research findings of this study contribute to new knowledge by expanding the international literature on faculty agency within highly controlled systems and limited literature on higher education curriculum and policy implementation in Kazakhstan. The findings of this study offer important information for the policymakers and faculty members to facilitate the introduction of curriculum and teaching policy in practice.Item Restricted OVERCOMING GENDER-BASED BARRIERS: EXPERIENCES OF FEMALE PRINCIPALS IN KAZAKHSTANI MAINSTREAM SCHOOLS.(Nazarbayev University Graduate School of Education, 2025-01-15) Izekenova, ZhannaGender disparity in school leadership exists in public schools in Kazakhstan, with men disproportionately occupying school leadership positions. Although women make up 76% of the public school teaching workforce in Kazakhstan, they only constitute 53% of school principals (OECD, 2019). Exploring the experiences of female school principals is essential to understanding the multiple factors linked to their underrepresentation in school leadership positions in public schools. This study explores the journeys of female school principals in ascending to and persisting in the role of a school principal in public urban and rural schools across two regions of Kazakhstan, where there is a notable prevalence of female teachers (ARKS, 2021). The aim is to uncover the reasons behind the gender leadership gap in public schools in the country, facilitating the identification of effective strategies to address the underrepresentation of women in school leadership positions.Item Embargo ORGANIZATIONAL CULTURE AND JOB SATISFACTION: INSIGHTS FROM A HIGHER EDUCATION INSTITUTION IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-02-17) Orynbek, GulnarOrganizational culture is a valuable lens for understanding higher education institutions' management practices, performance, and change strategies. However, research on organizational culture within the context of Kazakhstani higher education remains limited. This qualitative descriptive case study aimed to explore how faculty members perceive the organizational culture of their institution and how it influences their job satisfaction. Recognizing that an institution's historical background plays a critical role in shaping its organizational culture, this study examined the interplay between the university’s historical legacy and faculty experiences. A purposive sample of 26 faculty members from 13 academic departments participated in the study. Data were collected through observations, document analysis, and semi-structured interviews. The research utilized Tierney’s six-dimensional framework of organizational culture and Schein’s three-level organizational culture model, which were adapted and expanded to create a modified framework tailored to this study. The framework incorporated eight dimensions: historical background, mission, leadership, faculty participation, information flow, resource allocation, staff development, and the role of leadership. The findings reveal how historical and organizational legacies, coupled with the process of internationalization, have shaped the institution’s culture and significantly impacted faculty satisfaction. This study contributes to a deeper understanding of the cultural dynamics in Kazakhstani higher education and underscores the importance of addressing organizational culture to enhance faculty experiences and institutional effectiveness.Item Embargo EXPERIENCES OF KAZAKHSTANI UNIVERSITIES ON CONCEPTUALIZATION, ENACTMENT AND IMPLEMENTATION OF LIFELONG LEARNING: AN EXPLORATIVE MULTIPLE CASE STUDY(Nazarbayev University Graduate School of Education, 2025) Seitkhadyrova, AssemGlobalization and the shift to a knowledge-based economy have highlighted the importance of lifelong learning worldwide, prompting the need for educational system reforms. Since Kazakhstan participated in the Bologna Process in 2010, it has had an opportunity to integrate into the European education and research landscape. This integration entails aligning local practices with common European practices, including the development of a lifelong learning strategy in higher education institutions (Jakobi & Rusconi, 2009). This policy orientation implies that Kazakhstan's understanding and interpretation of lifelong learning are expected to align with the definitions put forth by the European Union and its relevant institutions. Since 2015, Kazakhstan, as a UN Member State, has actively pursued the United Nations Sustainable Development Goals (SDGs). Goal 4, in particular, focuses on promoting lifelong learning opportunities for all. However, little is known about how higher education institutions in Kazakhstan understand and implement lifelong learning in practice. Therefore, this study aims to investigate the provision and development of lifelong learning within higher education institutions in Kazakhstan and shed light on some institutional characteristics that either facilitate or hinder its progress. To accomplish this, the thesis will employ a combination of Neo-institutional (NI) and Resource Dependence Theory (RDT). Within the framework of Neo-institutional and Resource Dependence Theory, universities are regarded as organizations deeply embedded in an institutional environment, reliant on various resources, and characterized by diverse internal dynamics. NI and RDT offer distinct perspectives on how universities may respond to the changes and requirements that emerge in their institutional environment (Lipnicka & Verhoeven, 2014). The study is conducted through a multiple-case approach involving two Kazakhstan universities. Data collection methods included document analysis and semi-structured interviews. The results of this study enhance our understanding of how Kazakhstani universities experience and develop lifelong learning. They shed light on how universities respond to the changes and requirements associated with engaging in lifelong learning. The findings of this study offer recommendations for both local and international Higher Education Institutions (HEIs) aiming to adopt lifelong learning as part of their organizational missionItem Embargo FLIPPED CLASSROOM INTEGRATION AS AN INNOVATION IN TEACHING PRACTICES IN KAZAKHSTAN HIGHER EDUCATION: A PHENOMENOLOGICAL STUDY OF FACULTY EXPERIENCES(Nazarbayev University Graduate School of Education, 2025-02-10) Bainova, OlgaHigher education institutions (HEIs) adopt innovations at varying paces, with centralized systems and limited autonomy often hindering progress, particularly in Kazakhstan. Traditional teacher-centered methods remain common, despite the growing need to develop critical 21st-century skills such as critical thinking and teamwork. The flipped classroom (FC) approach offers a way to transition to student-centered learning, yet research on its implementation has largely focused on students, leaving faculty perspectives underexplored. This gap highlights the need to understand faculty experiences to support the effective integration of FC in Kazakh higher education. This research explores the rationale and experiences of faculty members in Kazakhstan as they integrate the FC model into higher education. Through semi-structured interviews with 13 faculty members who have at least one semester of experience using the FC approach, the study identifies key factors influencing the adoption and dissemination of this innovative teaching method. The findings reveal that faculty motivations are driven by dissatisfaction with traditional lecture-based instruction, logistical challenges, and a desire to improve student engagement and learning outcomes. Key facilitators include institutional support, intrinsic motivation, and technological readiness, while barriers such as time constraints, resistance to change, and limited incentives hinder its implementation. The study also highlights the FC model’s transformative impact on teaching practices, fostering active learning, student-centered instruction, and skill development, particularly during the COVID-19 pandemic. This research provides critical insights into the facilitators and impediments of FC adoption within Kazakhstan’s unique educational context paying special attention to the discussion of why faculty continue or discontinue innovation. It contributes to global discussions on pedagogical innovation and emphasizes the need for institutional frameworks that support faculty autonomy, professional development, and recognition. These findings inform strategies for the successful integration of innovative teaching approaches, enhancing both faculty practice and student learning outcomes.Item Embargo INSTITUTIONALIZATION OF HUMAN SUBJECT PROTECTION IN RESEARCH: A CASE STUDY OF ONE ACCELERATED UNIVERSITY IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025) Ispambetova, BotagozThis is a case study of the institutionalization of human subject protection in research at one newer university in Kazakhstan aspiring to become a globally recognized research university, Nazarbayev University. More specifically, this is a case study of how and why this new, highlyresourced "accelerated" research university institutionalized human research ethics policy in the Institutional Research Ethics Committee (IREC). An important context for the study is the rise of research universities in non-Western and developing world contexts and the recognition of the importance of creating institutional systems for the protection of human subjects in research that meet international norms. Thus, the study of this one unique case aims to shed light on drivers behind IREC creation in HEIs and understand how an IREC policy guided by international norms, standards, and values is being implemented and internalized in HEIs in these non- Western contexts. Approaching the study via a constructivist lens and drawing on key features of neo-institutional theory and comparative education theories, the study employed document analysis, interviews, and observations involving university leadership, IREC members, faculty and students to understand how and why IREC was developed during the 10 years since the university opened its doors. The study findings reveal that the IREC policy was implemented at Nazarbayev University primarily for purposes of legitimacy, specifically as means for opening doors to the global academic community for faculty research collaborations, publications and access to international research grants -- all of which would help to position the university as a research university of global rank. Also, the study found that the implementation of the IREC policy unfolded in three developmental stages over the 10-year period, each stage emphasizing one of Scott's (2014) three institutionalization pillars describing distinct but overlapping rationales for legitimacy: Stage 1, normative rationale for IREC; Stage 2, regulative rationale for IREC; and Stage 3, cultural-cognitive rationale for IREC. Importantly, the cultural-cognitive rationale for IREC implementation emphasized the role of NU IREC policy as a valuable instrument of research capacity building across the wider higher education context in ways consistent with the university's mission to be a flagship for reform nationally and regionally. While this study of one unique case is not intended to be generalizable, the findings have value in discussions and debates of policy, practice, and research connected to newer research universities and existing universities in non-Western contexts seeking to position themselves as more globally recognized research institutions. The study also establishes the value of a theoretical framework combining Scott's (2014) neo-institutional theory with Phillips and Ochs (2006) policy-borrowing theoretical model in research on this topic.Item Embargo LEADERSHIP IDENTITY CONSTRUCTION: AN EXPLORATORY EMBEDDED MULTIPLE CASE-STUDY OF HEADS OF DEPARTMENTS IN TWO SCHOOLS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2024-08-02) Badanova, AisuluEducational systems around the world are focused on enhancing the quality and equity in education. Kazakhstan, with aspirations to rank among the 30 most developed economies by 2050, recognizes the role of education in developing competitive human capital for economic growth. Thus, the nation initiated rapid educational changes aimed at improving the teaching and learning quality and standards in schools. Despite ongoing decentralization efforts, the Kazakhstani education system remains centralized and bureaucratic due to the legacy of the Soviet era, which is still present in teachers’ memories and professional beliefs, and internal structures of the school system including school administration, leadership and management. While traditionally, school leadership has been solely associated with school principal, there has been a shift towards more distributed forms of leadership. Middle leaders, particularly heads of departments (HoDs), are well placed in between the policy and practice and teachers and senior leaders. They can play a pivotal role in enacting leadership within schools. Their leadership potential to impact the improvement of teaching and learning practices, contribute to the overall school improvement, and negotiate and interpret school reforms has been increasingly recognized worldwide.Item Embargo THE SENSE-MAKING AND ENACTMENT OF ENGLISH MEDIUM INSTRUCTION (EMI) POLICY IN A NATIONAL AND A STATE UNIVERSITY IN KAZAKHSTAN: A MULTI-LEVEL, MULTI-ACTOR PERSPECTIVE(Nazarbayev University Graduate School of Education, 2024-09-13) Karabay, AkmaralThe internationalization of universities has led to a significant increase in the adoption of English-medium instruction (EMI) within higher education institutions (HEIs) in Outer and Expanding Circles. In Kazakhstani HEIs, the implementation of EMI has gained momentum over the past decade following multiple governmental initiatives, references, and policies. However, the EMI policy, like many other reforms in the country, has been predominantly top-down and has not been clearly articulated at the governmental level. When a government initiates such inchoate policy, institutions, as a rule, tend to introduce the policy, ignoring their capacity and/or enacting it substantially based on their own interpretations. Little knowledge exists about the readiness of HEIs to enact EMI policy or their experiences of translating it into practice. Hence, this study explores how the governmental EMI policy is interpreted and enacted in two different types of HEIs located in two regions in Kazakhstan and how the interpretations and enactment practices differ across levels (national, institutional, and classroom) and universities (state and national). Employing the integrated theoretical lens of Enactment theory (Ball et al., 2012) , the Onion framework (Ricento & Hornberger, 1996), and Language-in-Education Planning (LEP) (Kaplan & Baldauf, 1997), the study explores interpretations and enactment processes at multiple levels and from the perspectives of four main groups of policy actors involved in its enactment (EMI managers, heads of departments, faculty members and students). Framed as a qualitative interpretive multiple case study research design, the study utilized governmental and institutional policy documents, alongside views of policy actors gathered through individual interviews and focus group discussions. The study revealed that policy actors’ interpretations (Chapter 4), framed as governmental, institutional, and individual, are shaped by their role in policy enactment. The policy is largely focused on country at the governmental level, and policy actors’ interpretations are institutionally and individually oriented at the respective levels. As the majority of policy actors support EMI, the governmental framing of EMI within trilingualism policy appears to alleviate resistance towards English. Not only disciplinary differences in EMI interpretations were evident, the analysis also demonstrates that the well-resourced national university has higher expectations from EMI compared to the less-resourced state university. Despite the absence of clear governmental guidelines on institutional policy enactment (Chapter 5), the universities exhibit similar organizational approaches to EMI enactment. Institutional leadership at both universities aims to expand the number of EMI programs, yet concerns at the classroom level center around the quality of EMI delivery due to the lack of thoughtfulness in addressing LEP issues. The classroom level enactment (Chapter 6) also demonstrates little guidance from those at the higher level. The perception of EMI design as a mere language switch is contrasted against the need for methodological changes, suggesting the need for more focused EMI training for faculty members. Overall, the EMI policy in Kazakhstani HEIs demonstrates alignment with broader governmental objectives. However, enactment challenges remain at the institutional and classroom levels. Addressing these challenges requires a nuanced approach to institutional and program planning as well as targeted support for faculty development.