TURKISTAN OBLAST MAINSTREAM SCHOOL EMPLOYEES’ PERCEPTIONS AND PRACTICES OF TARBIE (UPBRINGING)”: A QUALITATIVE STUDY

Abstract

This qualitative study explores the perceptions and practices of tarbie—a culturally rooted moral and civic education framework—among school employees in mainstream schools of Turkistan Oblast, Kazakhstan. The study uses semi-structured interviews with seven educators from diverse educational settings to examine how teachers conceptualise, implement, and adapt tarbie within contemporary educational environments. Thematic analysis revealed three overarching themes: (1) educators' deep cultural framing of tarbie as a moral compass and national identity formation; (2) diverse instructional strategies used to integrate tarbie, including subject-based ethical reflection and community-based mentorship; and (3) significant implementation barriers, such as policy-practice gaps, lack of parental involvement, and the influence of digital culture on student values. The findings were interpreted through Bronfenbrenner’s ecological systems theory, partially supported by Gilligan’s ethics of care. This study contributes to understanding moral education in modern Kazakhstan, Muslim-majority contexts and underscores the need for culturally responsive teacher training, community collaboration, and curriculum reform. It also highlights the evolving tension between traditional values and modern student agency. Implications for policy, practice, and future research were provided to support the sustainable implementation of tarbie education in Kazakhstan.