ORPHANED STUDENTS: A PHENOMENOLOGICAL INQUIRY INTO THEIR EDUCATIONAL EXPERIENCE

Abstract

Kazakhstan boasts a well-developed education system, but in terms of inclusivity and equal opportunities for some members of the population, improvement is needed. One critical issue is that the education of orphaned students is still associated with systemic problems and social vulnerability. This qualitative phenomenological study examined life and educational experiences of young Kazakh students who grew up without parental care, paying special attention to the unique challenges they face in their academic journey. The study addresses three main issues: how cultural and social factors shape their educational experience, what kind of support they receive, and what they believe is necessary to improve their overall well-being. This study is important because it examines a population group that is largely ignored and little known, especially in Kazakhstan. This study provides insight into both equity and equality in educational opportunities and addresses systemic deficiencies in support structures for this group. The data was collected through semi-structured interviews with six university and college students, and graduates, all of whom are orphans. The findings reveal that transitions between learning stages, such as going to school, university, or college, create serious adaptation issues, which is further complicated by limited finances and lack of support. However, mentoring, emotional support from caregivers, teachers, and friends with similar experiences, government scholarships, and personal resilience have become crucial factors contributing to success. These findings highlight the need for comprehensive measures to improve academic performance and social outcomes for orphans by providing educators, social workers, and policy makers with evidence to create a more inclusive, supportive, and equitable educational environment.