02. Master's Thesis
Permanent URI for this collection
Browse
Recent Submissions
Item Embargo CHILD AGENCY IN FAMILY LANGUAGE POLICY: MULTILINGUAL FAMILIES IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-05-19) Serik, AisanaAlthough research on family language policy (FLP) has gained prominence in multilingual contexts, much of it has focused on parental views, often neglecting children’s perspectives and influence. Recent studies argue that children are not passive recipients of language decisions but active participants who tend to negotiate established norms (Fogle & King, 2018; Palviainen, 2020). Despite these developments, little attention has been paid to child agency in non-Western contexts, including post-Soviet Kazakhstan – a unique multilingual landscape with a complex interplay of languages within families. This study explores how children in multilingual families in Kazakhstan describe their linguistic repertoires and exercise agency, by negotiating parents’ language decisions, shaping linguistic norms within the family, and influencing family language dynamics. Using a qualitative multiple case study design, the study draws on interviews and language portrait activities with children and parents from three Kazakh-Russian speaking multilingual families from Astana. Data were analyzed using Smith-Christmas’s (2020) multidimensional framework of child agency in FLP, as adapted by Ezin (2025). Findings revealed that children exercised agency along a continuum from active to silent forms – asserting language preferences, resisting or negotiating parental expectations, engaging in translanguaging, or silently maintaining language norms through acquiescence and accretion. Over time, their practices contributed to noticeable shifts in family language practices, often prompted by external influences like schooling and media. In addition, through their language portraits, children represented their linguistic repertoires as fluid, embodied, and emotionally grounded, using body metaphors and color symbolism to visually narrate their multilingual identities and experiences. The research contributes to a growing body of literature that offers insight into how child agency manifests in diverse multilingual contexts. By foregrounding children’s voices, the study challenges top-down assumptions about language policy and highlights the need for more child-centered approaches in language policy research and practice.Item Open Access MULTILINGUAL STUDENT AGENCY IN CLIL : EVIDENCE FROM POST-SOVIET KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-05-19) Abdrakhman, DauletThis qualitative study examines the challenges faced by secondary school students in Kazakhstan in Content and Language Integrated Learning (CLIL) classrooms where STEM (science, technology, engineering and mathematics) courses are taught in English. With a particular focus on students from the leading CLIL institution in Kazakhstan, Bilim Innovative Lyceum (BIL), the study explores how students cope with emotional and intellectual challenges by using agency to move beyond them. The study used a qualitative multiple case study approach following a grounded theory design; the research involved semi-structured interviews and classroom observation with 13 students. The results show that in addition to academic challenges such as language adaptation, vocabulary acquisition, and transition from Kazakh/Russian to English their learning process is further complicated by emotional challenges such as language anxiety, fear of criticism, peer comparison, and testrelated stress. Despite these challenges, students exercise their agency and demonstrate resilience, using a variety of strategies such as organizing their own learning, using digital resources (ChatGPT, YouTube, Duolingo), and structured study of textbooks helps ensure comprehension. Teacher assistance and peer cooperation are fundamental instruments for academic achievement. Over time, many students become more confident, some even select English over their mother tongue for STEM degrees because of the long-term effects. The research reveals how in a CLIL setting students actively create their own learning process and overcome linguistic and cognitive obstacles. These real-world implications for CLIL practitioners and policymakers in Kazakhstan and such environments help contribute to the broader conversation about multilingual education, understanding students’ adaptive methods helps teachers create more inspiring classrooms that promote topic mastery as well as linguistic competence.Item Open Access BURNOUT AND PROFESSIONAL WELL-BEING OF SCHOOL ENGLISH-AS-A-FOREIGN-LANGUAGE TEACHERS: A SYSTEMATIC REVIEW(Nazarbayev University Graduate School of Education, 2025-06-23) Tabuldin, MereinurBurnout is one of the actual mental health issues of the contemporary world. It is an occupational syndrome that affects socio-emotional, personal, and professional tenets of the life and undermines one’s well-being, leading to certain consequences in a workplace. This study employs a systematic review to comprehensively examine diverse aspects of international school English as a Foreign Language (EFL) teachers’ professional well-being and burnout. The main purpose of this systematic review is to make a comprehensive overview of the data on the influence of burnout on EFL teachers’ well-being and coping strategies. The research questions aim to explain the relatedness between EFL teachers’ well-being and burnout, specific contextual predictors, and coping mechanisms. This review employed the four main inclusion criteria: types of study, the time range, the target population, and the educational context. The exclusion criteria were non-originality, lack of peer-review, non-English publication, restricted access, irrelevant context, and mixed educational levels, settings, and population. Science Direct, Web of Science, and the website of the Nazarbayev University Library were used as main data sources. No registers were used to identify studies. The data search was done in February, 2025. To minimize the risk of bias in the included studies, the MMAT tool was employed, and the report was done based on the PRISMA framework and thematic analysis. The PRISMA diagram was used to present the search results. In total, 16 studies with quantitative, qualitative, mixed-method, and secondary research-based designs were included in this review, with a total number of 4, 295 participants. Key findings indicate that burnout is the result of dynamic interplay of various factors and closely related to EFL teachers’ well-being, whereas diverse coping mechanisms and internal resources can mitigate it. This review is essential for enhancing the quality of studies on burnout in KazakhstanItem Embargo THE ROLE OF PRIVATE SUPPLEMENTARY TUTORING IN ENROLLMENT TO NIS(Nazarbayev University Graduate School of Education, 2025-04) Alimbayeva, DayanaPrivate tutoring (PT) is a widespread phenomenon in Kazakhstan and has been extensively examined in relation to high-stakes examinations (Kalikova & Rakhimzhanova, 2009; Silova, 2009; Hajar & Karakus, 2023). Previous research has shown that PT is often linked to higher performance and greater access to state-funded higher education (Hajar et al., 2023). However, while the broader implications of PT have been researched, its specific role in admission to Nazarbayev Intellectual Schools (NIS) remains underexplored. NIS are elite, state-funded schools with a competitive, exam-based selection process that admits less than 1% of the student cohort (Mehisto, 2015). To address this research gap, the present study investigates the extent of parental investment in PT and parents’ perceptions of its effectiveness in gaining admission to NIS. Drawing on Bourdieu’s (1986) theory of social reproduction, the study employed a cross-sectional survey design with 403 parents of students enrolled at NIS. Findings indicate that 82% of students received PT, with significant variation in duration, intensity, and cost. While duration and intensity of PT positively correlated with perceived effectiveness, cost did not. Parents also described both benefits (e.g., tailored preparation, psychological readiness) and challenges (e.g., inconsistent quality and financial strain) associated with PT. Findings suggest that PT operates as a mechanism through which families with greater capital secure educational advantage, deepening educational inequality.Item Open Access FAMILY LANGUAGE POLICY OF RUSSIAN-SPEAKING KAZAKHS AND THEIR CHOICE OF KAZAKH MEDIUM SCHOOLS(Nazarbayev University Graduate School of Education, 2025-05-19) Zharylgap, AruzhanThis study explores how Russian-speaking Kazakh families in urban Kazakhstan negotiate their Family Language Policy (FLP) when opting to send their children to Kazakh-medium schools. The research aims to understand how language ideologies, practices, and management interact within families where Russian is the primary home language, yet Kazakh-medium education is prioritized. Drawing on Curdt-Christiansen’s (2018) Family Language Policy framework, this qualitative interview-based study focuses on eight parents selected through criterion-based sampling. Each parent has at least one school-aged child currently attending a Kazakh-medium school. Data were collected using semi-structured interviews with parents. The study found that Russian-speaking Kazakh parents choose Kazakh-medium instruction (KMI) schools primarily to support their children’s social integration and future opportunities in a context where Kazakh is increasingly used. Their decisions are further shaped by a combination of political, cultural, and educational factors, reflecting a broader multilingual ideology and a desire to equip their children with strong Kazakh skills as a foundation for further language learning. While Russian remains the dominant home language, parents actively promote Kazakh by encouraging its use and providing resources, showing symbolic investment in the language despite their own limited proficiency. This research highlights the complexity of FLP in multilingual post-Soviet contexts, offering insights into how families attempt to balance their linguistic realities with national language expectations. The study contributes to the broader literature on family language policy, identity, and educational decision-making in transitional societies.Item Embargo PARENTS’ PERCEPTIONS OF EARLY L3 ACQUISITION AND TEYL POLICIES IN PRIMARY SCHOOLS IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-05-19) Tapayeva, AinuraTeaching English to Young Learners (TEYL) is a global phenomenon that emerged in response to the belief that earlier and longer exposure to English enhances individuals’ social and economic opportunities in a globalized world. In Kazakhstan, TEYL is embedded within the trilingual education policy, which promotes the integration of Kazakh, Russian, and English both as subjects and mediums of instruction. Introduced in Grade 1 in 2012, the TEYL policy was designed to help young learners obtain necessary language skills for gradual trilingual education in higher grades. However, throughout the decade, TEYL policy has undergone multiple revisions due to implementation challenges and concerns about age appropriateness and its impact on Kazakh language revitalization. In 2023, the starting age was officially raised to Grade 3, accompanied by reforms in curriculum, textbooks, and assessment systems. Despite these changes, the highly centralized governance of Kazakhstan’s education system has limited the inclusion of key stakeholders—particularly parents—in policymaking processes. As such, this qualitative phenomenological study explores parents’ perceptions of early L3 acquisition and TEYL policy in primary schools. Semi-structured interviews were conducted with eleven parents from four cities in northern and southern Kazakhstan, whose children began learning English in primary schools. Findings reveal that while most parents support early L3 acquisition and view children as cognitively capable, several expressed concerns regarding children’s varied learning abilities, cognitive overload, and English influence over Kazakh language revitalization. Furthermore, TEYL in primary schools was perceived as moderately effective: functional but inadequate in developing strong communicative competence. Parents criticized limited instructional hours, a lack of phonics-based instruction, disconnected curricula, and insufficient real-world language application. By centering parental perspectives, this study contributes to the growing literature on stakeholder involvement in language policy and underscores the need for more inclusive, context-sensitive approaches to TEYL.Item Open Access EXPLORING THE ROLE AND INTERSECTION OF GENDER AND MULTILINGUALISM IN SHAPING CAREER CHOICE OF KAZAKHSTANI UNDERGRADUATE UNIVERSITY STUDENTS(Nazarbayev University Graduate School of Education, 2025-05-30) Chuteneva, DanaKazakhstan’s trilingual policy and evolving gender dynamics provide a unique context for examining how linguistic and social identities shape career trajectories. Despite formal commitments to multilingualism and gender equality, existing literature tends to treat these dimensions in isolation, leaving a gap in understanding their intersection, particularly among youth. This study explores how gender and multilingualism influence first-year undergraduates’ career choices in one Kazakhstani university. The central problem addressed is the lack of research on how students’ multilingual repertoires and gender identities interact to affect their professional aspirations, especially during early career decision-making. The study aimed to investigate: (1) what role gender plays in shaping students’ career choices, (2) how multilingual language repertoires shape these choices, and (3) how gender and multilingualism jointly influence career choices. Based on feminist theory (Butler, 1990), sociocultural theory (Vygotsky, 1978), and intersectionality theory (Crenshaw, 1989), the study used a qualitative, instrumental case study. Ten first-year students (five male, five female) were purposively sampled and interviewed in Kazakh, Russian, or English. Data were analyzed thematically using Braun and Clarke’s (2006) framework. The findings revealed nine key themes across the three research questions. Male students were encouraged to pursue STEM disciplines and leadership roles, while female students were directed to pursue caregiving or linguistically intensive, lower-status careers. Despite its uneven benefits, multilingualism, especially English proficiency, was greatly valued. Female students’ multilingualism was undervalued in high-prestige sectors despite their high language learning involvement. In contrast, male multilingualism was associated with competence and upward mobility. This demonstrates that language and gender reinforce one other through social structures, institutional practices, and internalized expectations. The research contributes to scholarly discussions in gender studies, multilingual education, and career development by offering a contextually grounded, intersectional analysis of how identity influences opportunity.Item Open Access EXPLORING BELIEFS, PRACTICES AND LANGUAGE MANAGEMENT OF TRANSNATIONAL KAZAKH FAMILIES(Nazarbayev University Graduate School of Education, 2025-05) Mussabalina, ElmiraThis study investigates the beliefs, practices, and strategies of transnational Kazakh families in managing multilingual environments in Kazakhstan and abroad. It addresses the complex dynamics of language preservation, cultural identity, and family language policies within increasingly globalizing world and societal pressures. The purpose of this study is to understand how parents’ beliefs influence their family language practices and how children negotiate their linguistic identities. Employing a qualitative case study approach, data were collected through narrative writings, semi-structured interviews, and an observation of one family with diverse linguistic background living in Astana. The findings reveal a shared recognition of the importance of Kazakh language and culture, despite varied management strategies and external challenges such as societal attitudes and environmental influences. The families actively employ immersive cultural activities, deliberate language practices, and support mechanisms to maintain their linguistic heritage. Children’s agency and identity development emerge as crucial factors, with active participation influencing language maintenance and cultural continuity. This research contributes valuable insights into the role of family beliefs and practices in sustaining multilingualism, informing language policy, educational practices, and community initiatives aimed at cultural preservation in Kazakhstan and similar multilingual contexts.Item Open Access EXPLORING TEACHERS’ PERCEPTIONS OF TRANSLANGUAGING AND TECHNOLOGY IN ENGLISH- MEDIUM STEM CLASSROOMS IN KAZAKHSTANI SECONDARY SCHOOLS(Nazarbayev University Graduate School of Education, 2025-05-19) Baigulova, ZhibekThis study examines the role of translanguaging and technology in English-medium STEM (EMI-STEM) classrooms in Kazakhstan, where multilingual education is expanding rapidly. As EMI becomes a national priority in secondary schools, teachers face challenges related to students’ diverse language backgrounds, unequal access to digital tools, and lack of institutional guidance on multilingual pedagogy. This study argues that while translanguaging and technology are both commonly used by teachers in EMI-STEM classrooms in Kazakhstan, they are rarely integrated in a cohesive pedagogical approach. Their separation, both in practice and in policy, limits their full potential to enhance student engagement, deepen content understanding, and support equitable multilingual education. To analyze this disconnect, the study applies the Technological Pedagogical Content Knowledge (TPACK) framework, adapted to include translanguaging, as a lens to examine how teachers balance language, technology, and content in multilingual STEM settings. The study is guided by the following questions: (1) How do teachers experience EMI-STEM teaching in multilingual contexts? (2) What challenges and opportunities do they encounter? (3) How do they use translanguaging and technology to promote student engagement to improve academic outcomes? Using a qualitative phenomenological design, the study involved 6 private secondary school STEM teachers across four schools in Astana: a STEM-focused school, a tech-focused school, an IB school, and an international school. Data were collected through semi-structured interviews and classroom observations, then analyzed using thematic coding. The findings reveal that while teachers often rely on translanguaging to scaffold STEM content and support student understanding, this practice remains informal and is not reflected in policy or assessment practices, which remain largely monolingual. Technology is widely used to support content delivery and student engagement, but it is rarely aligned with multilingual teaching practices. The study offers practical implications for EMI-STEM policy, teacher training, and curriculum design. Additionally, it contributes theoretically by suggesting that explicitly embedding translanguaging within the TPACK model would strengthen its relevance and applicability in multilingual education systems such as Kazakhstan’s.Item Open Access TRANSITION FROM SECONDARY MAINSTREAM SCHOOLS TO EMI UNIVERSITY IN KAZAKHSTAN: UNPACKING UNDERGRADUATE YEAR ONE STUDENTS’ ENGLISH LANGUAGE SPEAKING ANXIETY AND THEIR STRATEGY USE(Nazarbayev University Graduate School of Education, 2025-05) Muratova, ElmiraEnglish-medium instruction (EMI) has grown rapidly across non-English speaking countries, with increasing programs requiring students to engage with academic content in English. Among the four language skills, speaking is widely recognised as one of the most anxietyprovoking aspects of foreign or second language learning, especially in high-stakes academic settings. Although research on English-speaking anxiety has expanded in Kazakhstan, limited attention has been given to first-year undergraduate students who graduated from mainstream schools where English instruction was minimal. Moreover, there is a lack of research into the language learning strategies (LLSs) these students use to manage speaking anxiety. To address this lacuna, the present qualitative study, guided by Leontiev’s (1991) activity theory and Oxford’s (1990) LLSs classification, explores the experiences of first-year undergraduates at an EMI university in Kazakhstan, focusing on their English-speaking anxiety and coping strategies. The study aimed to answer the following research questions: What are the factors contributing to English-speaking anxiety among first-year undergraduate students transitioning from mainstream secondary schools to an EMI university? Why do these challenges arise, and what strategies do students use to cope? Data were collected from eight participants through narrative writing and semi-structured interviews and analysed using Clarke and Braun’s (2013) thematic analysis. Findings revealed that anxiety was shaped by linguistic factors (pronunciation and vocabulary gaps), psychological factors (low confidence, fear of mistakes, fear of negative evaluation), and environmental factors (limited speaking opportunities, lack of interaction with proficient speakers). Instructors, peers, and family members played key roles in either mitigating or viii exacerbating anxiety. Participants acted agentively, using various LLSs, including cognitive, metacognitive, affective, and social strategies, to reduce anxiety. The study offers pedagogical and policy recommendations for creating more inclusive and supportive EMI environments. It calls for future research on translanguaging, peer collaboration, and institutional practices that ease students’ transition into EMI settings.Item Open Access METHODS OF TEACHING ADDITIONAL LANGUAGES: KAZAKHSTAN MEDICAL STUDENTS’ PERCEPTIONS(Nazarbayev University Graduate School of Education, 2016-06) Kussainova, DarinaThe present case study research is focused on the methods of teaching Kazakh and English to Russian medium groups in one medical college in Kazakhstan. Teaching languages in colleges and universities aims to develop the ability to study professional literature and to communicate for professional purposes in Kazakh, Russian, and English. In this frame, teaching methods are seen as the major factor to influence educational outcomes (e.g., Entwistle, Kozeki, & Tait, 1989; Pimparyon, Roff, McAleer, Poonachai, & Pemba, 2000; Ramsden & Entwistle, 1981). In addition to investigating the teaching methods applied in Kazakh and English classes in one medical college, this study investigates students‟ thoughts about them. More specifically, whether students feel satisfied or not and why, what challenges they experience, and how language teaching can be adjusted in their view. The data was obtained through six classroom observations and five one-on-one semistructured interviews of students. The classroom observations revealed that teachers employed mainly the method of lecturing focused on grammar and vocabulary. The analysis of students‟ insights showed that they felt satisfied with teaching through lecturing. Students‟ satisfaction can be explained by a number of reasons such as poor facilitation of communicative tasks by teachers, large class size, or the overuse of grammar-oriented textbooks. Overall, the findings proved that students have the image of what and how they should be taught in the language classroom. Based on the discussions of the data analysis, the Conclusion chapter contains the possible implications of the findings. METHODS OF TEACHING ADDITIONAL LANGUAGESItem Open Access MULTILINGUAL IDENTITY CONSTRUCTION AMONG HIGH SCHOOL STUDENTS IN UZBEKISTAN(Nazarbayev University Graduate School of Education, 2025-05-30) Urazmetova, PerizatThe growing significance of English as a global lingua franca has enabled individuals to engage with different cultures and perspectives, developing flexible, multilingual identities (Benzehaf, 2021). Although Uzbekistan is a multilingual country where Uzbek, Russian, and English are integral to daily life, research on how this multilingual nature and linguistic experiences shape identity is limited. This qualitative phenomenological study explores how multilingual English learners perceive and engage with their linguistic repertoires within a globalized and multilingual environment. Using the multi-theoretical framework proposed by Fisher et al. (2018), this study examines students’ multilingual identity construction through sociocultural, psychosocial, and poststructuralist perspectives. Based on semi-structured interviews with 12 students—eight from Presidential Schools and four from a Kazakh-medium mainstream school in Uzbekistan—the findings showed that English dominates STEAM instruction and is considered an essential tool for academic and career growth. In contrast, Uzbek, Kazakh or Tajik, the native languages of the interviewed participants, remain fundamental in familial and emotional aspects. Therefore, students reported engaging in pragmatic multilingualism, strategically using English to develop personally and professionally while attempting to preserve their heritage languages. The study also has three key findings: translanguaging, maintaining heritage languages, and using English as a psychological space for self-reflection. Informed by the findings, the following implications and recommendations are given: (1) developing and promoting high-quality educational content in students’ native languages, (2) implementing translanguaging practices, and (3) integrating critical language awareness into curricula. This study contributes to the growing literature on identity, language practices among youth, and the role of English in social and professional advancement.Item Open Access THE EDUCATIONAL IMPACT OF KAZAKHSTANI FILMS ON LANGUAGE AND CULTURE PRESERVATION: PERCEPTIONS OF YOUNG PEOPLE(Nazarbayev University Graduate School of Education, 2025-05-19) Gulbekova, KamillaIn recent years, there has been a cultural revival in Kazakhstan, with a growing interest in the Kazakh language and heritage, especially among young people. Production of Kazakhstani films of various genres is increasing which potentially shapes language preferences and cultural identity, especially among young viewers. However, their role in preserving language and culture remains underexplored, revealing a gap in current research. This study aims to explore the educational impact of Kazakh films on language and culture preservation, through portrayal of cultural and linguistic elements in Kazakh films and their perceptions by young people. In this phenomenological study, data were collected through semi-structured interviews from eight participants aged 18 to 35, and film analysis using a theoretical framework adapted from Tanriverdi (2007). The study found that Kazakhstani films serve as both entertainment and a medium for cultural transmission and language preservation by portraying diverse cultural traditions and linguistic practices. Participants highlighted that Kazakh-language films can foster patriotism, pride, and motivation to speak the language, while also helping to expand vocabulary. However, concerns were raised about the overrepresentation of certain traditions, which may reinforce negative stereotypes about rural communities. Additionally, some participants viewed the use of bilingualism in films as a potential obstacle to effective language preservation. This research contributes to understanding the potential of local films as tools for cultural revitalization and language preservation. It provides insights for educators, policy makers, filmmakers, and cultural activists on leveraging films to promote Kazakh identity and linguistic heritage.Item Embargo THE IMPLEMENTATION AND IMPACT OF TRILINGUAL EDUCATION ON MINORITY LANGUAGES: A CASE STUDY OF UYGHUR LANGUAGE INSTRUCTION SCHOOL IN KAZAKHSTAN(Nazarbayev University Graduate School of Education, 2025-05-19) Diasova, DilnaraTrilingual education in Kazakhstan, promoting Kazakh, Russian, and English, has become a cornerstone of the country’s educational policy agenda. However, its implementation has raised critical questions about the inclusion and preservation of minority languages such as Uyghur, which fall outside the official trilingual education framework. The study explores how the trilingual policy is implemented and perceived by teachers in a Uyghur language instruction school in Kazakhstan, and what implications it holds for language preservation and the cultural identity of Uyghur students. Guided by Spolsky’s (2004) Language Policy and Planning framework, this qualitative case study draws on semi-structured interviews with teachers and students. This research was conducted at a Uyghur language instruction school in Almaty city, with a purposive sample of 8 participants, including 4 teachers and 4 upper-grade secondary students. Thematic analysis was conducted using MaxQDA software to code and interpret the data. The findings reveal a mismatch between top-down policy goals and the lived experiences of the Uyghur minority community. While trilingual education is not opposed by participants, they emphasize the need for more equitable implementation that protects and supports Uyghur language education. Key findings include low methodological support, collaborative efforts to preserve Uyghur, the perceived importance of trilingual education, and the cultural pride associated with mother tongue education. The study highlights the complex dynamics of language policy in the Kazakhstani multilingual context and calls for more inclusive educational approaches.Item Open Access UNPACKING ENGLISH LANGUAGE TEACHER-TUTOR BURNOUT IN KYRGYZSTAN: CAUSES, CONSEQUENCES, AND COPING STRATEGIES(Nazarbayev University Graduate School of Education, 2025-05-30) Gulamidinova, ElianurPrivate supplementary tutoring has emerged as a widespread out-of-school learning activity globally, commonly referred to as ‘shadow education.’ In Kyrgyzstan, the rising demand for English proficiency has led many local English language schoolteachers to provide fee-based English private tutoring (EPT) alongside their regular school duties. Balancing dual roles as teachers and tutors imposes considerable strain, often resulting in burnout, which is characterised by mental and physical exhaustion due to excessive work and insufficient self-care. While the well-being and burnout of language teachers have been increasingly explored in formal education settings, the experiences of schoolteachers engaged in EPT remain underexamined, especially in less-researched contexts such as Kyrgyzstan. This qualitative study seeks to address this lacuna by investigating the motivations driving eight Kyrgyzstani EFL (English as a Foreign Language) teachers to pursue EPT, the underlying causes of their burnout, its consequences, and the strategies they adopt to manage its effects. Narrative writing and individual semi-structured interviews were employed to collect data. The study is guided by Bronfenbrenner’s (1994) ecological systems theory and Carver’s (2020) Brief-COPE framework. Thematic analysis revealed that participants were motivated by financial necessity, career advancement, personal fulfilment, greater instructional autonomy, and high demand from parents and students. The study also found that participants’ burnout resulted from emotional labour, institutional neglect, societal undervaluing of teachers, and competition in the private tutoring market. Reported consequences included serious physical and mental health challenges, strained family and social relationships, and growing professional insecurity. Participants primarily relied on proactive, problem-focused coping strategies, though some turned to avoidance or spiritual practices. The study highlights the urgent need to implement regulatory frameworks for the shadow education sector in Kyrgyzstan and similar contexts, to recognise the urgent needs of language teacher-tutors, and to develop targeted policies that safeguard their well-being and strengthen their professional identities across different settings. Keywords: Shadow education, English private tutoring (EPT), language teacher-tutor burnout, Kyrgyzstan, qualitative inquiryItem Open Access INTERSECTIONALITY OF GENDER AND SEN IN INCLUSIVE EDUCATION: A CRITICAL ANALYSIS OF KAZAKHSTAN’S POLICY IN INTERNATIONAL CONTEXTS(Nazarbayev University Graduate School of Education, 2025-04) Zakenova, ZhannettaThis thesis critically analyzes Kazakhstan’s inclusive education policies through the lens of intersectionality, focusing specifically on the overlapping dimensions of gender and special educational needs (SEN). Grounded in a Critical Policy Analysis (CPA) framework by Fischer et al. (2007), the study examines national legal and policy documents alongside key international guidelines from UNESCO, the OECD, and the United Nations. Drawing on thematic coding of selected policies, the analysis reveals that while Kazakhstan has made notable progress in enshrining inclusive education and gender equality in law, its policies largely treat gender and SEN as separate categories. As a result, the compounded vulnerabilities of girls with SEN remain insufficiently addressed in policy discourse. The study identifies key policy gaps, such as the lack of intersectional framing, weak monitoring mechanisms, and limited stakeholder involvement. It also highlights emerging progressive practices, including digital accessibility and specialized resource centers. The findings offer policy recommendations to strengthen intersectional inclusivity and underscore the need for systemic reforms that move beyond formal commitments toward equitable and inclusive educational practices.Item Embargo STUDENT RETENTION IN A PUBLIC UNIVERSITY IN NORTHERN KAZAKHSTAN: A QUALITATIVE STUDY(Nazarbayev University Graduate School of Education, 2025-04-21) Daurenbayeva, AikerimThis study explores the factors influencing undergraduate student retention at a public university in Kazakhstan, focusing on second-year students from STEM and Social Sciences disciplines who considered withdrawing but ultimately decided to stay. Guided by Tinto’s framework of academic and social integration, and complemented by intrinsic and extrinsic motivation factors, the qualitative research collected data by conducting semi-structured interviews with 12 participants. The findings revealed that while academic and social integration contributed positively to students’ experiences, through a sense of personal achievement and supportive peer networks, these factors alone were not decisive in the choice to remain at the university. Instead, intrinsic motivation, such as personal interest in the field of study and commitment to long-term goals, and extrinsic influences, including familial support and career aspirations, played a more critical role in shaping students’ persistence. The study highlights the complex interplay of internal drive, academic challenges, and socio-cultural influences in the persistence decisions of students. It suggests that student retention strategies in Kazakhstani higher education should adopt a holistic approach, incorporating emotional, academic, and structural support that meet diverse student needs. The research contributes to the existing body of literature within the local higher education context and offers implications for institutional policies aimed at improving retention, student well-being, and academic success.Item Embargo EXPLORING SECONDARY SCHOOL STUDENTS’ EXPERIENCES OF ONLINE ENGLISH PRIVATE TUTORING IN KAZAKHSTAN: A QUALITATIVE INQUIRY(Nazarbayev University Graduate School of Education, 2025-05) Shakhmanova, AlinaEnglish private tutoring (EPT) has become a prominent part of the global shadow education sector, driven by its perceived benefits for academic success, university admissions, social mobility, and international communication. The neoliberal framing of English has further commodified EPT, positioning tutors as service providers and students as consumers. Despite its growing relevance, EPT remains under-researched in Central Asia. This qualitative study addresses this lacuna by exploring the nature, effectiveness, and broader implications of online EPT from the perspectives of ten secondary school students in Kazakhstan in the aftermath of the COVID-19 pandemic. The study was guided by Benson’s (2011) four-dimensional framework of out-of-class language learning, location, formality, locus of control, and pedagogy. It employed narrative writing alongside semi-structured interviews to investigate students’ engagement with online EPT and their views on the sector’s future. Thematic analysis using Braun and Clarke’s (2023) guidelines revealed that participants preferred small-group tutoring because it was affordable and provided personalized, goal-oriented instruction through various digital platforms. The findings demonstrate that students primarily attended online EPT to prepare for high-stakes exams, particularly IELTS, and to pursue goals such as studying abroad. They appreciated the flexibility, convenience, and individualized feedback of online EPT but also reported challenges, including financial strain, limited emotional interaction, and the requirement for self-discipline. Participants expressed optimism about the ongoing growth of online EPT in Kazakhstan, particularly in alignment with global digital learning trends. However, they stressed the need for improved technological infrastructure and the development of more culturally interactive learning environments. The study advocates for a government-led regulatory framework that includes tutor licensing, student protection, and reforms to strengthen mainstream English education. It highlights the importance of collaboration between schoolteachers and private tutors and calls for further research into inclusive and sustainable online tutoring models that can inform equity-driven, evidence-based policy development.Item Open Access THE REPRESENTATION OF NATIONAL IDENTITY OF KAZAKHSTANI CITIZENS IN MINISTRY-ENDORSED TEXTBOOKS FOR SECONDARY SCHOOLS(Nazarbayev University Graduate School of Education, 2025-04-22) Silam, DanaThis study analyzes the representation of national identity in Grade 9 Ministry-approved textbooks in Kazakhstan, published in Kazakh, Russian, and English. The purpose of the research is to examine the representation of national identity in textbooks, within the context of Kazakhstan's multifaceted nation-building process. This study uses Critical Discourse Analysis (CDA) to examine textual and graphic elements in textbooks of various subjects, focusing on the framing and presentation of identity markers, including language use, cultural symbols, historical references, and values. The findings show inconsistencies among subjects and languages of instruction, revealing a conflict between the promotion of Kazakh ethnonational elements and the development of a cohesive civic identity. Some parts of Kazakh- and Russian-language textbooks are more likely to highlight ethnic Kazakh heritage, history, and symbols, whereas English-language textbooks are more inclined to promote an inclusive, civic-oriented Kazakhstani identity, which reflects multiculturalism and linguistic diversity. This study contributes to understanding of the interplay of language policy, educational resources, and nation-building approaches in post-Soviet Kazakhstan.Item Open Access IMPLEMENTATION OF POLICY FOR SOCIALLY VULNERABLE CHILDREN IN GIFTED SCHOOLS: PERSPECTIVES FROM PRINCIPALS IN THE PAVLODAR REGION(Nazarbayev University Graduate School of Education, 2025-04-28) Sadyrbayev, DarkhanThis study explores how school principals in the Pavlodar region of Kazakhstan perceive and implement the 2022 inclusive education policy, which mandates that 15% of student placements in gifted schools be allocated to socially vulnerable children. The research focuses on understanding how principals conceptualize inclusion in the context of selective education, the barriers they encounter, and the strategies they employ to support these students. Using a qualitative phenomenological approach, interviews were conducted with six principals, each with a minimum of five years of leadership experience. Thematic analysis revealed diverse interpretations of the policy: while most principals supported the reform as a step toward equity, others expressed concern about its compatibility with the academic expectations of gifted schools. Key challenges included lack of academic preparedness among students, insufficient teacher training, and limited systemic support. Nevertheless, several principals implemented innovative practices such as mentoring programs and psychological support services. The findings highlight the critical role of school leaders in shaping policy outcomes and underscore the need for clearer policy guidance, leadership training, and resource allocation. This research contributes to understanding the dynamics of inclusive education in selective school contexts and offers recommendations for more effective policy implementation in Kazakhstan.