Curriculum Internationalization and National Identity: A Quantitative Study on the Perceived Impact of the IB Curriculum in Kazakhstani Schools

Abstract

This study examines how the International Baccalaureate (IB) curriculum is perceived in relation to national identity in Kazakhstan, with a particular focus on civic and ethnic identity dimensions. Situated within the broader context of curriculum internationalization and post-Soviet nation-building, the study addresses the tension between global educational frameworks and state-driven identity priorities. Adopting a quantitative, non-experimental, cross-sectional survey design, data were collected from 114 educational stakeholders across IB schools in Kazakhstan. The study utilized validated instruments to measure civic and ethnic identity alongside perceptions of IB curriculum implementation and related school- and classroom-level practices. Descriptive and inferential statistical analyses, including correlation, t-tests, and ANOVA, were conducted to examine patterns and differences across demographic groups. The findings indicate that the IB curriculum is generally perceived to be associated with stronger civic identity, particularly through its emphasis on global citizenship, critical thinking, and intercultural understanding. In contrast, its relationship with ethnic identity appears weaker and less consistent, with concerns related to the marginalization of local language, culture, and historical narratives. The results also highlight the central role of teacher mediation and school-level practices in shaping how global curricular principles are interpreted and adapted within local contexts. This study contributes to the literature by providing empirical evidence from a post-Soviet context, demonstrating that the relationship between international curricula and national identity is not uniform but mediated through implementation processes. The findings point to a structural misalignment between policy objectives and curriculum practice, highlighting the need for more deliberate and systematic approaches to curriculum localization.