sustainability
Article
Addressing Challenges in Kazakh Education for Sustainable
Development
Perizat Yelubayeva 1, *, Erkan Tashkyn 2 and Gulzat Berkinbayeva 3
1
2
3
*
Citation: Yelubayeva, P.; Tashkyn, E.;
Berkinbayeva, G. Addressing
Challenges in Kazakh Education
for Sustainable Development.
Foreign Languages Department, Al-Farabi Kazakh National University, Al-Farabi Ave. 71,
Almaty 050040, Kazakhstan
Department for Digitalization of Education, Kazakh Ablai Khan University of International Relations and
World Languages, Muratbayev Str. 200, Almaty 050500, Kazakhstan; erkantaskin@gmail.com
Interdisciplinary Education Center, Narxoz University, Zhandosova Str. 55, Almaty 050035, Kazakhstan;
guzi86@mail.ru
Correspondence: perizat_fmo@mail.ru; Tel.: +7-707-756-3767
Abstract: Sustainability education equips individuals with the knowledge, skills, and values to
address complex environmental, social, and economic challenges. Like many other nations, Kazakhstan recognizes the importance of integrating sustainable development principles and values
into education to foster a sustainable and resilient future. However, several hurdles, such as the
COVID-19 lockdown, have impeded the country’s effective implementation of Education for Sustainable Development. The study explores these barriers and constraints and proposes potential
strategies for advancing sustainability education practices in the Kazakh educational scene. This
study used a qualitative methodology involving interviews with first-year students from four Kazakh
universities. The study results show that preserving the role of education in fostering a sustainable
society will pave the way for a brighter and greener future for the nation and its citizens beyond
lockdown. The findings revealed that using the transformative power of education, Kazakhstan, with
its more sustainable and inclusive education system, can nurture a generation equipped with the
knowledge, skills, and values necessary to advance the country towards a sustainable future. The
findings and conclusions of this study can guide policymakers, educators, and stakeholders in better
addressing the challenges of sustainable development in Kazakhstan and enhancing ESD practices in
Kazakh schools and institutions.
Sustainability 2023, 15, 14311.
https://doi.org/10.3390/
su151914311
Keywords: Kazakh education system; Sustainable Development Goals; Education for Sustainable
Development; advancing education practices; inclusive education system; language education
Academic Editors: Carla Susana
Marques, Carla Mascarenhas,
Anderson Rei Galvão, Vítor Braga
and Alexandra Braga
Received: 31 July 2023
Revised: 19 September 2023
Accepted: 21 September 2023
Published: 28 September 2023
Copyright: © 2023 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
1. Introduction
Kazakhstan, a vast and resource-rich nation in Central Asia, is committed to sustainable development, as evidenced by its inclusion of the United Nations’ Sustainable
Development Goals (SDGs) in its national development strategy. Education for Sustainable
Development (ESD) is crucial in achieving these goals.
Attaining sustainable development (SD) requires a complete overhaul of mindset and
actions. Individuals must take bold and decisive steps to make significant progress towards
sustainability and act as catalysts for sustainability to effectively address challenges outlined
in the Sustainable Development Goals (SDGs) and promote a sustainable planet. Critical
ecological challenges demand immediate attention from all societal sectors, including
education. Education for Sustainable Development (ESD) is globally acknowledged as
a pivotal approach for promoting sustainable development and tackling 21st-century
challenges [1–4]. ESD aims to cultivate skills that allow people to consider the social,
cultural, economic, and environmental effects of their actions, both presently and in the
future, on local and global scales [1] (p. 6). Furthermore, it equips individuals to act
sustainably in complex scenarios, often demanding exploring novel paths [2]. Ultimately,
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https://www.mdpi.com/journal/sustainability
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ESD encourages individuals to engage in SD-driven social and political processes. The
term education is seen as the main instrument of socio-political changes, described by
UNESCO as follows: “... Education can, and must, contribute to a new vision of sustainable
global development ... Education has a responsibility to be in gear with 21st-century challenges and
aspirations and foster the right types of values and skills that will lead to sustainable and inclusive
growth and peaceful living together . . .” [3] (p. 7).
ESD plays a crucial role in empowering individuals and societies to address the challenges posed by environmental, social, and economic sustainability [4–7]. The COVID-19
pandemic has shown the importance of prioritizing socio-emotional and non-cognitive
skills in education [6,7]. Shi and Guo state that individuals must change their behavior,
engage with society, and tackle its problems to overcome challenges and achieve long-term
growth [7]. Bogner emphasizes that a stronger sense of connectedness and responsibility
towards the natural world can contribute to sustainable behaviors and environmental
conservation efforts [8]. Jacobs and Chau emphasize that education is pivotal in conveying crucial health information, shaping public perceptions, and influencing behavioral
responses during the pandemic [6]. This is why ESD is becoming increasingly important.
Within the global ESD framework context, Kazakhstan (KZ) is also committed to SD,
as evidenced by including the UN SDGs in its national development strategy [9–13]. It has
taken several initiatives to implement ESD and address sustainability issues to create a
secure, fair, and prosperous shared future. The country embraces new regulations and technologies to improve society’s well-being, promote employment growth, enhance education
competitiveness, and provide adequate healthcare services [9,10]. For instance, Kazakhstan
has developed the “Concept of Kazakhstan’s Transition to Sustainable Development for
2007–2024” (2006), a guiding framework for various sectors, including education. Later,
the concept of education development of the Republic of Kazakhstan for 2022–2026 was
approved (2017). The government has revised the national curriculum to incorporate
ESD principles and content across different grade levels and subjects. This involves including topics related to environmental sustainability, social responsibility, and economic
sustainability. It has also implemented training and professional development programs
for teachers to equip them with the knowledge and pedagogical skills necessary to teach
ESD effectively.
Adopting the SDG methodology and indicators in Kazakhstan presents a unique
chance for the country to adjust its strategic planning and monitoring system to meet
international standards. This is achieved by considering how Kazakhstan’s program
documents, particularly “Strategy 2050” and its associated programs, align with global
development objectives. Kazakhstan hosted the prestigious “EXPO-2017”, which led to
the creation of the “Energy of the Future” Center for Green Technologies and Investment
Projects with the support of the United Nations. These efforts have made significant strides
in fulfilling the SDGs globally.
Although notable accomplishments exist, there is still significant room for development and enhancement, and several challenges must be addressed to enhance the
contribution of Kazakh education in creating a fair and sustainable world. One major
challenge that requires attention is the need for more understanding and knowledge about
ESD among various groups, including policymakers, educators, students, and the general
public [10–12]. The COVID-19 pandemic, which caused schools to shut down around the
globe, made this issue even more pressing [7]. Furthermore, the current curriculum in
Kazakh education should focus more on sustainability issues and emphasize the development of critical thinking and problem-solving skills necessary to achieve sustainable
development. There are concerns among EDS experts that progress towards sustainability
could be faster and more robust despite promising terrain [9,10]. Khajieva and Aida believe
that a complete shift in the overall paradigm of education and society is necessary for
sustainability. According to experts, education is often a part of the problem, as it can
reinforce individualism, unsustainable lifestyles, and consumption patterns [9]. In addition,
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advancing social modernization entails adjusting the economic and social components to
meet the demands and expectations of contemporary society [10].
The population of KZ has reached 19.8 million people as of 1 June 2023, an increase
of 18.7% over the past decade, according to the report of the Bureau of National Statistics
Agency for Strategic Planning and Reforms of the Republic of Kazakhstan (https://stat.
gov.kz/en/, accessed on 17 June 2023) (SDG 3). Out of the 5,900,000 families residing
in the country, over 980,000 do not have any documented income, such as pensions,
social benefits, or targeted social assistance, as reported by the Ministry of Labour and
Social Protection of the Population. It also stated that in 2022, 657,300 individuals from
127,600 families were given targeted social assistance (SDG 10). Over 3 million citizens
belong to vulnerable groups, with the most susceptible residing in the Turkestan region and
the city of Shymkent [14]. Additionally, according to the UN Office in Kazakhstan briefing
report on Kazakhstan’s commitment to the 2030 Sustainable Development Agenda held
in Astana in September 2023, Kazakhstan ranks 32nd out of 113 countries regarding food
security (SDG 2). It is reported that maternal mortality has decreased by 73% since 1993
(SDG 3), 93.9% of the population uses clean fuel and technology for cooking (SDG 6), and
83.5% have access to a 4G mobile network (SDG 9); 100% of all primary school students are
provided with free meals at schools (SDG 2). A hybrid teaching model introduced by the
Ministry of Education has proven its effectiveness and reliability in pandemic conditions
(SDG 4). Additionally, the whole population of the county has access to electricity (SDG
7). The report also states that Kazakhstan is the most urbanized country in Central Asia,
with 38.2% of the population rural and 61.8% urban (SDG 11). It is worth noting that the
Kazakh government launched an online employment platform (Enbek.kz) for individuals
to provide job search services and obtain public services and employment support measures
(SDG 8). The platform is free, covers all sectors of the economy, and provides services in
every district and village of the country [15].
All these factors have affected initiatives on adapting SDGs to the national context,
promoting and implementing the ESD agenda in Kazakhstan. This study explores these
and other barriers and constraints. It proposes potential solutions to achieve its development goals outlined in Strategy 2050 and the subsequent reform agenda in the Kazakh
educational scene, mainly language classrooms. Education experts outline the role of language teachers in promoting environmental consciousness and sustainability in language
classrooms [16–19]. Therefore, this study used qualitative structured interviews to explore
first-year Kazakh students’ views on ESD practices and how the latter is displayed in their
Kazakh and or English classrooms’ context. Two research questions guide this study:
−
−
What is the perception of first-year Kazakh students towards ESD practices?
How do ESD practices show up in language classrooms?
ESD is an all-encompassing approach to education that focuses on various aspects,
such as learning outcomes, pedagogy, and the learning environment [17–19]. It goes beyond
incorporating topics like climate change, poverty, and sustainable consumption into the
curriculum. ESD also fosters interactive, learner-centered teaching and learning environments. For instance, Bill Gates believed that to achieve this, ESD requires shifting from
teaching to learning, promoting action-oriented, transformative pedagogy that supports
self-directed learning, collaboration, problem-solving, interdisciplinarity, and integrating
formal and informal education. These pedagogical approaches are essential in developing
competencies for promoting SD [20].
Education experts claim teachers can effectively contribute to ESD initiatives, empower
students to become responsible global citizens, and foster a culture of sustainability in
education [17–19,21]. Experts also believe that involving students in activities that aim to
improve the world has a lasting influence on their students’ future views and personalities.
Goulah defines teachers as the most significant factor in the context of learning. SDfocused classroom activities allow students to learn more profoundly when their studies
are linked to their world and the one they will inherit [17]. Chau and Shunmugam state
that teachers are always at the forefront of educational changes, introducing student
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autonomy, group work, project work, case studies, and communicative tasks that teach
students to become active doers and thinkers, not passive recipients of knowledge [19].
Maley argues that the greatest of all pedagogical misconceptions is that people learn what
they are studying now. Integrated with educational aims, training in forming sustainable
attitudes may be more important than geography or history lessons since these attitudes
fundamentally affect their students’ future attitudes and personalities [21] (p. 348). He,
alongside Jacobs and Dillon [19], believes that language educators have a significant role in
shaping the mindset of learners and inspiring them to act. Unlike other subjects with specific
content to impart, language teaching can incorporate a wide range of topics. Language
education, including second-language instruction, can foster awareness and encourage
participation by integrating environmental concerns like recycling, sustainable energy,
and animal welfare. Moreover, engaging in sustainable practices is crucial for creating
compelling online learning experiences in higher education institutions. By incorporating
activities promoting sustainability, we can make practical scenarios relevant to our current
implementation stage [7] (p. 3). So, education and language education, in particular,
as a holistic and transformative approach, equips learners with the knowledge, skills,
values, and attitudes necessary to contribute to sustainable development and address
global challenges.
2. An Overview of Kazakhstan’s Efforts in ESD
Kazakhstan has made significant strides in promoting SDGs. In the early 2000s, it
recognized the importance of sustainable development and began integrating it into its
national policies and strategies. Efforts were made to raise awareness about environmental
conservation, resource management, and social responsibility [22–24]. In 2002, KZ ratified
the Johannesburg Plan of Implementation, reaffirming its commitment to sustainable development and highlighting the role of education in promoting sustainability. The period
2003–2012 was recognized as the period for implementing the ESD in education policies. In
2003, KZ adopted the United Nations Millennium Development Goals (MDGs) and committed to achieving the targets by 2015. Education was identified as a crucial component
of sustainable development, and steps were taken to align educational practices with the
MDGs. The same year, the Kazakh government launched the State Program on Environmental Education to incorporate environmental education into the national curriculum.
Kazakhstan actively participated in international initiatives, such as the UN Decade
for ESD (2005–2014), to promote ESD and exchange best practices. In 2008, the Ministry of
Education and Science issued a directive on integrating environmental education into the
education system, highlighting the importance of ESD. Since then, the education community
has done much to develop ESD strategies and initiatives. Later, KZ introduced the National
Education Development Strategy for 2011–2020. The strategy emphasized the importance
of Education for Sustainable Development, aiming to develop an environmentally literate
and socially responsible society. In 2013, the government created the State Program for
the Development of Education and Science, emphasizing ESD integration into educational
policies and practices [23].
With the adoption of the Sustainable Development Goals (SDGs) by the United Nations
in 2015, KZ embraced the global agenda and incorporated the SDGs into its national
development plans. Education for Sustainable Development has become integral to the
national education system. The National Strategy for Sustainable Development 2050,
adopted in 2015, recognized the importance of ESD in achieving Sustainable Development
Goals and outlined specific actions to promote ESD. KZ participated in the Global Action
Program on ESD launched by UNESCO, further demonstrating its commitment to ESD and
aligning its efforts with international frameworks. Kazakhstan has been a pathfinder in
the region as part of the Digital Public Goods Alliance’s (DPGA) efforts to ensure country
leadership in discovering and developing digital public goods (DPGs). The objective
of the pilot initiative was to engage Kazakhstan’s innovation ecosystem in creating and
implementing DPGs that address national priorities in education and inclusion aligned
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with international standards. UNICEF KZ works with private- and public-sector partners
and the government to strengthen local capacity to build, maintain, and contribute to DPGs.
The promotion and scale-up of DPGs in Kazakhstan by UNICEF allow for active support
of the national concept of DigitEL 2025.
The next stage was devoted to curriculum reforms and teacher training. Kazakhstan
embarked on curriculum reforms to integrate ESD principles and content across different
subjects and educational levels. Emphasis was placed on integrating environmental education, promoting social and economic awareness, and fostering critical-thinking skills among
students. Recognizing the crucial role of teachers in promoting Education for Sustainable
Development, Kazakhstan invested in teacher training and professional development programs, equipping educators with the knowledge, pedagogical approaches, and resources to
integrate ESD into their teaching practices. Kazakh schools have incorporated ESD into their
programs and courses. Sustainability-related disciplines, research, and projects are encouraged, fostering a culture of sustainability among students and academia. Simultaneously,
environmental education centers were established across KZ as platforms for hands-on
learning experiences, ecological research, and community engagement. These centers aim to
raise awareness, build capacity, and facilitate collaboration among educators, students, and
communities. Under the Green Schools Initiative, which focused on creating environmentally friendly and sustainable learning environments, schools were encouraged to implement
energy-saving practices, waste management systems, and eco-friendly initiatives.
To strengthen partnerships and community engagement, KZ has actively engaged
stakeholders, including educational institutions, civil society organizations, businesses,
and local communities, in developing policies, sharing best practices, and implementing ESD initiatives effectively. Collaborations with international organizations, such as
UNESCO and OSCE, facilitated capacity-building initiatives and knowledge exchange in
ESD and supported the ESD implementation projects and programs in cooperation with
local stakeholders, for example, the Green Bridge Partnership Program and the Clean
Energy Partnership Program. In addition, the government has launched community-led
initiatives and public awareness campaigns to promote sustainability practices and engage
the broader public in ESD activities. It includes organizing workshops, conferences, and
public events to engage communities and individuals in sustainable development activities.
Additionally, KZ organizes national ESD competitions and awards to recognize and promote outstanding initiatives and practices in ESD. These initiatives encourage innovation,
creativity, and engagement in addressing sustainability challenges. All these initiatives
reflect Kazakhstan’s commitment to ESD and its efforts to create a sustainable and environmentally responsible society. By integrating ESD into education systems and practices,
KZ aims to develop a knowledgeable and proactive community that thinks creatively and
critically to contribute to the country’s Sustainable Development Goals.
KZ has been firmly committed to promoting ESD in its education system. The government’s efforts have included policy development, curriculum reforms, teacher training, and
community engagement. Steps are underway to strengthen the integration of sustainable
development principles and values across all levels of education, promote research and
innovation in sustainable development, and foster a culture of sustainability among students, teachers, and communities. By aligning its initiatives with international frameworks
and actively participating in global ESD programs, KZ has demonstrated its dedication to
creating a sustainable and environmentally responsible society.
3. Materials and Methods
This section will discuss the research methodology used to gather and analyze data
for this study. Firstly, we will describe the research design, which includes the sampling
procedure, research setting, and data collection instruments. Secondly, we will briefly
overview the analysis and interpretation process.
In this paper, we used a case study as a qualitative research design to gain in-depth
insights into students’ understanding of our research question and objectives. Conducting a
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case study as a qualitative research design involves comprehensively exploring a particular
case or a small number of cases to comprehensively understand a specific phenomenon or
issue within its real-world context [25] (p. 16).
Since 2015, Kazakhstan has introduced reforms to the national curriculum to align
with international sustainability goals and principles. Our case aimed to determine Kazakh
students’ perception of ESD based on their experience during high school, particularly in
language classrooms. We employed first-year students from four Kazakh Universities for
the focus group.
Seidman claims that if the researcher’s goal is to understand the meaning people
involved in education make of their experience, then interviewing provides a necessary if
not completely sufficient, way of research [26] (p. 11). So, as the data collection method,
the interview with the focus group was conducted to understand their experiences and
perspectives, explore the process of integrating SDGs into the national curriculum, and
understand the challenges and successes of the curriculum reform.
The interviews were conducted on 16–20 April 2023. Following the discussions, each
question was thoroughly analyzed. The analysis of interview questions focused on coding
and categorizing data patterns to identify meanings and topics. This process aimed to
create a cohesive data structure and ensure its reliability.
3.1. Statement on Ethics
Our interview adhered to all necessary ethical and scientific standards for conducting
research with humans, as outlined in the HRA’s (Human Research Act) Article 51, paragraph 2, which states, “Research Ethics Committees may advise researchers in particular
on ethical questions and, if so requested by the researchers, comment on research projects
not subject to this Act, and specifically projects carried out abroad.” We collected data on
gender, age, area, and region of arrival and study status in a pseudo-anonymous manner.
3.2. Data Analyses
Our study included 186 first-year students from four Kazakh universities (al-Farabi
Kazakh National University (al-Farabi University), Kazakh Ablai Khan University of
International Relations and World Languages (Ablai Khan University), Narxoz University
and Kazakh–British Technical University (KBTU)). The participants represented almost all
parts of Kazakhstan and studied in various areas of training programs; there were 92 female
and 94 male interviewees. Before the interviews, the participants were requested to provide
informed consent, outlining the significance of their feedback for the relevant research. Most
interviewees quickly agreed to answer the questions, while others initially hesitated but
eventually agreed. The survey procedure maintained the confidentiality of the data and did
not include respondents’ names. However, they were asked to indicate their geographical
origin: urban (big cities and towns) or rural (villages) (see Table 1). Participants were
selected using a non-probability sampling method. We use non-probability sampling
to select individuals based on predefined criteria, such as (1) arrival region to include
participants from all 14 regions of Kazakhstan, (2) gender to provide equal access to the
interview, and (3) area to define whether the participants are from an urban or rural area.
Table 1. Gender distribution of participants.
Background
Gender
Regions
Participants
Percentage
Female
92
49%
Male
94
51%
Akmola
17
9%
Aktobe
14
7.5%
Almaty
15
8%
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Table 1. Cont.
Background
Participants
Percentage
Atyrau
11
6%
East Kazakhstan
12
6.5%
Zhambyl
10
5.5%
West Kazakhstan
9
5%
Karaganda
9
5%
Kostanay
17
9%
Kyzylorda
11
6%
Mangystau
8
4.5%
Pavlodar
15
8%
North Kazakhstan
13
7%
Turkestan
25
13%
Urban
69
37%
Rural
117
63%
Regions
Area
4. Results and Discussion
A qualitative method was used in the interview to understand how Kazakh students
practice ESD initiatives in their classrooms. The first question asked the respondents about
their familiarity with “SDGs” and understanding of ESD principles. More than half of
respondents confirmed that they were aware of these terms. Some students explained ESD
as a new educational approach due to globalization, new media, and digital culture. Almost
one-third emphasized that SDGs are essential for developing 21st-century learning skills
that integrate social, economic, and environmental dimensions to promote a sustainable
society. Additionally, eleven respondents mentioned ESD involves using information and
communication technology (ICT) and addressing global issues in the classroom by teachers
and students (see Table 2).
Table 2. Interview Question 1 results.
Categories
Participants
Percentage
Urban
Rural
Urban
Rural
Aware
41
15
73%
27%
Not aware
7
40
15%
85%
Know but do not understand the importance
32
51
38%
62%
The interview Question 1 results revealed a lack of comprehensive knowledge about
sustainable development among students. The respondents’ answers demonstrated that the
concept must be thoroughly integrated into the national curriculum. The limited exposure
to sustainability concepts restricts the ability of students to appreciate the interconnectedness of social, economic, and environmental issues.
During the second part of the interview, the discussion focused on sustainable education practices within the classroom. Most rural students claimed that after enrolling
in Almaty universities, they realized they faced inequality in educational opportunities
regarding qualified teaching staff, access to technology, a curriculum focused on viability,
and many other problems. Participants expressed general concern about unequal access
to quality education for all learners of Kazakhstan. They also outlined the role of technology in bridging gaps in education. Although participants were not currently part of the
Kazakh education system, many could explain that achieving sustainable development
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is possible through educators’ determination and hard work. One participant explained:
“Teachers can implement sustainability-focused activities in the classroom by creating an
environment where students are active participants rather than passive learners.” Some
individuals have pointed out that their classes primarily focused on theory and lacked
instruction on critical skills necessary for sustainable development, such as critical thinking,
problem-solving, and innovation. That prevented students from developing the capacity
to create viable and sustainable solutions for real-world issues. However, most students
from big cities mentioned that their teachers use these methods regularly. They explained
that they seemed more engaged and interested when traditional teaching approaches were
changed to newer ones, integrating SD activities into their lessons. At the same time, some
teachers stuck to the content in the textbook and used familiar teaching methods. Some
mindful students noted that a substantial portion of those who prefer traditional methods
lack the requisite training and resources to impart knowledge on sustainability effectively.
This shortage is further amplified in rural regions, exacerbating the urban–rural disparity
in the quality of education.
In addition, participants were asked to indicate the primary objectives of sustainable
development (SD) education. Participants acknowledge that incorporating sustainability
practices into classrooms can boost student motivation and involvement in the learning
process. Students require fresh teaching techniques and alternative learning methods
to deviate from traditional approaches. Survey respondents agreed that integrating SD
principles fosters a dynamic classroom environment and enhances student academic performance. One student shared her English teacher’s approach, where her teacher motivates
students to communicate in English within the classroom. She achieves this by asking them
to share their opinions on media texts such as TV shows or movies. She added that all her
classmates were impressed by their motivation and engagement in communicating despite
making some errors. Participants believe sustainability-driven education helps enhance
students’ critical and creative skills. The core of teaching sustainability literacy is critical
thinking. It involves nurturing students’ ability to use real-life situations effectively and independently comprehend, examine, interpret, and evaluate their meanings. Moreover, the
ability to communicate and create empowers students to engage intellectually, culturally,
and civically.
During the study, the interviewees were asked about the main obstacles their teachers
face when creating a more sustainable and inclusive educational environment for their students. The students confirmed that the scarcity of facilities and educational materials was
the primary challenge to address. They emphasized that financial constraints hinder the
establishment of a strong foundation for sustainable education. Despite the government’s
efforts, there is still a pressing need for increased funding in education, specifically for
resources, infrastructures, and academic inputs that empower individuals with the knowledge, skills, and values necessary to contribute to a sustainable and prosperous future,
particularly in rural schools. Their concerns were also expressed regarding the adequacy of
existing teacher training programs in re-training educators to deliver sustainability-focused
education throughout the COVID-19 lockdown. Many teachers needed help to embrace
sustainable practices and adjust to teaching in an online environment. They believe introducing sustainable online practices in pre-service teacher training effectively enhances
their capacity as sustainability educators. Most rural participants outlined that the educational system mainly operates in Russian and less in Kazakh, creating obstacles for
native speakers. Limited access to qualified education in their mother tongue affects these
children’s ability to fully comprehend and engage with the curriculum, potentially resulting
in lower educational outcomes. The list of challenges revealed during the interview is
given in Table 3.
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Table 3. Challenges revealed during the interview.
Table 3. Challenges revealed during the
interview.Revealed
Challenges
Unequal
access to quality
Challenges
Revealed
Unequal access
Lackto
of quality
funding
Lack
of
funding
Curriculum adjustment
Curriculum adjustment
Keeping up with technological advancements
Keeping up with technological advancements
Lack of teacher training
Lack of teacher training
Cultural differences
Cultural differences
Building
partnerships
Building
partnerships
1
1
2
3
4
5
6
7
2
3
4
5
6
7
By the
the end
respondents
were
asked
to share
any additional
comBy
end of
ofthe
theinterview,
interview,the
the
respondents
were
asked
to share
any additional
comments
or recommendations.
Almost
respondentshoped
hopedthat
that all
all stakeholders
stakeholders would
ments or recommendations.
Almost
allallrespondents
would
implement
and
training
to to
transform
thethe
educational
system
implementpolicies
policiesand
andinvest
investininfacilities
facilities
and
training
transform
educational
systo
mirror
sustainable
practices.
TheyThey
also hoped
for a for
significant
overhaul
of theofsyllabus
tem
to mirror
sustainable
practices.
also hoped
a significant
overhaul
the syland
teaching
methods
alignedaligned
with ESD
atESD
all grades
and levels
education,
including
labus
and teaching
methods
with
at all grades
andoflevels
of education,
inonline,
just over
of urban respondents
emphasizedemphasized
the need for the
a partnership
cludingand
online,
and two-fifths
just over two-fifths
of urban respondents
need for a
between
home
and school
raise
awareness
and foster and
a holistic
of the
partnership
between
hometo
and
school
to raise awareness
fosterunderstanding
a holistic understandcomplex
interplay
societal,
economic,
environmental
dimensions. dimensions.
They noted
ing of the
complexbetween
interplay
between
societal,and
economic,
and environmental
that
exposure often
begins
at home,
ESD should
critically
address
Theyenvironmental
noted that environmental
exposure
often
beginsand
at home,
and ESD
should critically
students’
out-of-school
experiences.
Nevertheless,
most
rural
respondents
did
not
address students’ out-of-school experiences. Nevertheless, most rural respondentssupport
did not
it,
claiming
that kind
of kind
network
would would
not be not
effective
as it necessitates
primarily
the
support
it, claiming
that
of network
be effective
as it necessitates
primarily
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of
their
parents’
knowledge
and
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practices
in
SD
(see
Figure
1).
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Figure1.1.Challenges
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ment education
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would
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mental objectives
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The
Thefollowing
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sectiondescribes
describesthe
thesignificant
significantchallenges
challengesand
andopportunities
opportunitiesrevealed
revealed
in
sustainability
education
in
Kazakhstan.
in sustainability education in Kazakhstan.
4.1. Key Challenges Revealed in Kazakh Education for Sustainable Development
As the previous sections show, Kazakhstan has strongly emphasized education to
promote and advance ESD until the middle of the last decade. This initiative has since
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4.1. Key Challenges Revealed in Kazakh Education for Sustainable Development
As the previous sections show, Kazakhstan has strongly emphasized education to
promote and advance ESD until the middle of the last decade. This initiative has since been
supported by educational institutions, scholars, and educators who have sought to find
effective ways to raise awareness and act on environmental protection and sustainability
issues such as climate change, biodiversity, water, poverty alleviation, and sustainable
consumption and production. However, as the literature review and interview results
showed, although these initiatives have been in place for some time, they have yet to
deliver the necessary changes to the education sector and beyond, as they have not received support from governmental entities in a timely and complete manner. The research
revealed that governmental support is the only mechanism to transform the produced
results effectively and safely into nationwide learning environments, building capacities of
educators, empowering and mobilizing youth, and accelerating local-level actions, which
unfortunately is neither completed in full nor timely.
The contribution of ESD to the SDGs is explained by developing a long-term regulatory framework that systematically introduces practical, effective measures to empower
active citizens, promote sustainable lifestyles, increase capacity in SD, and strengthen partnerships and cooperation. In this regard, education in sustainable development in KZ faces
several serious problems that prevent it from flourishing and being inclusive. To justify the
interview and our research outcomes, we can address the international and national entities’ reports on ESD [11,12,22,23]. For instance, UNICEF KZ and UNICEF Innovation have
revealed several challenges in Kazakhstan’s efforts to promote inclusive and sustainable education through innovation ecosystems [11,12,22]. They noted, firstly, that limited funding
opportunities are available locally to assess in-country digital public goods (DPGs) in the
early stages of development. Secondly, product developers and policymakers need to gain
awareness about DPG standards and the work of the Digital Public Goods Alliance (DPGA).
Thirdly, startups need help with maintaining human resources sustainably. Finally, there
needs to be a higher level of awareness about the benefits and utilization of DPG products
(https://www.unicef.org/innovation/dpg-pathfinding-countries/kazakhstan, accessed
on 17 June 2023) [12]. Additionally, the German Society for International Cooperation (GIZ)
work, incorporated with Kazakhstan, revealed that Kazakhstan needs strategic adaptation
planning to improve the adoption and implementation of the SDG model [11].
From the national perspective, for example, Altynsarin National Academy of Education, under the Ministry of Education and Science of the Republic of Kazakhstan analytical
report on integrating the ESD component in the content of the Kazakh State Standard of
General Education, Standard Secondary School Curricula (grades 1–11), states that the
analysis of the content of standard curricula in school subjects showed that the educational
material on most school subjects contains a small number of topics/learning goals that
have direct integration with the Sustainable Development Goals [23].
So, the literature review and interview results revealed that contextual challenges specific to the Kazakh education system must be addressed to convey sustainability principles
effectively. The biggest challenge in gaining support in advancing sustainability education
practices in the Kazakh educational scene, particularly in language teaching, is a lack of
awareness and understanding of sustainable development initiatives. Research revealed a need
for comprehensive knowledge about sustainable development and its importance among
the general public, including parents and community members, especially in rural areas.
One of the significant factors contributing to this issue is that the ESD concepts and practices
need to be thoroughly integrated into the national curriculum, which is predominantly theoretical, with little emphasis on skills essential for sustainable development, such as critical
thinking, problem-solving, and innovation. This limited exposure to sustainability concepts
restricts the ability of students to appreciate the interconnectedness of social, economic, and
environmental issues. It limits the capacity of students to devise sustainable solutions to
real-world problems. Thus, more awareness campaigns, public dialogues, and community
engagement initiatives are required to promote the understanding and value of sustainable
Sustainability 2023, 15, 14311
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development education, which is actively held in urban areas. Furthermore, there needs
to be more specific guidelines or policies on incorporating sustainability principles across
different subjects and grade levels.
In addition, a substantial portion of educators, especially in rural and remote areas,
need to receive requisite training, professional development opportunities, and resources
to effectively impart knowledge on sustainability because of limited access to resources
and financial constraints. Rural and remote areas often need more infrastructure, including
training facilities, to enable teachers to access training and professional development opportunities. The distance to training centers, limited transportation options, and inadequate
internet connectivity can restrict teachers’ ability to participate in workshops, seminars,
or online courses. Moreover, organizing and funding training programs is costly, especially when considering inviting qualified experts, travel expenses, accommodation, and
resource materials. As a result, educators need to gain awareness of the critical concepts,
pedagogical approaches, practical strategies, resources, and teaching materials designed
explicitly for ESD to integrate sustainability into their teaching practices. Teachers struggle
to find relevant textbooks, teaching aids, and supplementary materials that align with
sustainability principles and provide practical examples and activities, exacerbating the
urban–rural disparity in the quality of education.
The lack of awareness and understanding of ESD by Kazakhs, especially in rural
and remote regions, and inadequate integration of ESD in curriculum and teaching methods hinder the creation of a more sustainable future by equipping its citizens with the
knowledge, skills, and values necessary for responsible and environmentally conscious
decision making.
Another significant challenge that caused the disparities between urban and rural
areas significantly exacerbates the unequal access to quality education, which persists across
various regions. Specifically, rural and remote areas are affected initially by these geographical disparities. Kazakhstan’s vast territory (it is the ninth-largest country in the world) and
geographical diversity present challenges in ensuring equal access to quality education.
Remote and rural areas often need more infrastructure, including schools, libraries, and
educational resources, making it difficult for students in these regions to receive quality education. Urban areas, typically wealthier, have better-developed educational infrastructure,
including well-equipped schools, qualified teachers, and access to educational materials
and technology, resulting in higher-quality education. Unfortunately, this inequality perpetuates socioeconomic disparities, ultimately hindering development and opportunities
for students in these regions. Low-income families struggle to afford educational expenses,
including school fees, uniforms, textbooks, and transportation costs. This results in limited
educational opportunities for children from economically disadvantaged backgrounds. In
Kazakhstan, ensuring the inclusion of marginalized and underprivileged groups in the
educational system is a significant issue. These groups include low-income families, ethnic
minority groups, and children in remote areas. Similarly, children with special educational
needs face stigmatization, inadequate support, and a lack of inclusive educational settings
catering to their needs. Unfortunately, these groups often encounter various obstacles that
limit their access to quality education and learning opportunities, leading to a disparity in
educational opportunities and a lower quality of education.
Inadequate infrastructure, lack of specialized services, and limited teacher training
in inclusive education contribute to unequal access and educational outcomes for these
students. This is further amplified in rural regions, exacerbating the urban–rural disparity
in the quality of education.
Although Kazakhstan has expressed commitment to sustainable development and
ESD, there are challenges in effectively integrating ESD into policies, strategies, and programs
and coordinating efforts across various ministries, government agencies, and educational institutions. Ensuring coherence and alignment between policies, procedures, and programs
is essential for fostering sustainability-oriented mindsets among students. Different ministries and government agencies may have a sectoral organizational structure and separate
Sustainability 2023, 15, 14311
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policies and priorities, making it challenging to implement ESD agendas in an integrated,
comprehensive, transversal, and collaborative manner across education, environment,
and social development [5] (p. 14). In addition, engaging stakeholders from different
sectors, including government agencies, educational institutions, NGOs, and community
organizations, is essential for the successful integration of ESD. However, ensuring active
participation and collaboration of diverse stakeholders and aligning their interests and
priorities becomes challenging. Creating platforms for dialogue, fostering partnerships,
and promoting inclusive decision-making processes are the recent actions taken by the
KZ government.
Translating ESD policies and strategies into practical implementation is also a complex
task. Implementation mechanisms, guidelines, and monitoring frameworks must be in
place to guide stakeholders in incorporating ESD into their activities. More clarity and
guidance on the practical steps for implementation help the successful integration of ESD
into policies and programs.
Poor curriculum adjustment is another challenge in mainstreaming ESD. ESD requires
an interdisciplinary approach, connecting various subjects and addressing sustainability
issues across the curriculum. However, the existing subject-based structure of traditional
curricula in Kazakhstan poses challenges in implementing an integrated approach as there
is resistance from some educators unfamiliar with sustainable development principles, concepts, and practices. Careful planning and coordination must be improved in identifying
cross-curricular connections, developing integrated frameworks, and ensuring consistent
implementation across subjects. The emphasis on rote memorization and a lack of focus
on critical thinking, problem-solving, and practical application of knowledge impede the
development of crucial skills necessary for the modern workforce. This results from a need
for more comprehensive and ongoing professional development programs for teachers focusing on ESD concepts, teaching methodologies, and practical implementation strategies.
In addition, adjusting the curriculum for ESD requires developing or identifying new
resources, materials, and teaching aids that align with sustainability concepts, which is a
severe flaw in KZ education. Ensuring the availability and accessibility of high-quality and
contextually relevant resources across all regions of Kazakhstan remains challenging, particularly in remote and rural areas with limited resources and infrastructure. Consequently,
aligning assessment and evaluation practices with ESD is another continuing challenge.
Traditional assessment methods focusing on memorization and recall may not capture
sustainability education’s holistic and critical thinking aspects. Developing appropriate
assessment tools, techniques, and criteria to evaluate students’ understanding, skills, and
attitudes related to sustainable development also poses a challenge.
Rapid technological advancements can make it difficult for educators to keep up with
them and incorporate them into ESD programs. The availability and accessibility of digital infrastructure, internet connectivity, and digital devices vary across different regions,
with rural and remote areas experiencing more significant disparities. This divide hurts
students’ ability to leverage online learning resources, digital tools, and educational technologies. Moreover, limited digital literacy skills among teachers and students exacerbate
the issue. The digital divide must be addressed by providing adequate technical support
and training to educators and students to ensure inclusive and practical education in
Kazakhstan [10] (p. 174).
Funding challenges pose significant obstacles to meeting Kazakhstan’s ESD needs.
Despite the government’s efforts, there is a pressing need for ongoing increased funding in
education, specifically for resources and infrastructures that foster sustainable development.
Primarily, more budget allocation for ESD initiatives is needed to ensure the implementation
of necessary programs and activities. Education budgets may prioritize other areas. For
instance, healthcare, infrastructure development, and economic initiatives, most projects for
funding, need to address issues on adapting SDGs to the national context and promoting
and implementing the SDG agenda in Kazakhstan. Furthermore, the effective use of online
teaching tools relies not only on the methods and procedures implemented by university
Sustainability 2023, 15, x FOR PEER REVIEW
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the effective use of online teaching tools relies not only on the methods and procedures
implemented by university educators but also on the unique features of technological
teaching platforms, which have become increasingly vital during distance learning. As a
educators
but
also on the unique
features
of technological
teaching
platforms,
which have
result, ESD
implementation
needs
to receive
adequate funding
to support
curriculum
adbecome
increasingly
vital
during
distance
learning.
As
a
result,
ESD
implementation
needs
justment, teacher training, resource development, and infrastructure improvements
to
to
receive
adequate funding to support curriculum adjustment, teacher training, resource
meet
emergencies.
development,
and
improvements
to grants,
meet emergencies.
A reliance
oninfrastructure
external funding
sources, like
donations, or international aid,
A reliance on external funding sources, like grants, donations, or international aid,
has introduced additional uncertainty and challenges in sustaining ESD initiatives over
has introduced additional uncertainty and challenges in sustaining ESD initiatives over
the long term. Official bodies know that external funding may need more consistent and
the long term. Official bodies know that external funding may need more consistent and
predictable, but they still rely on it. This makes planning and implementing sustainable
predictable, but they still rely on it. This makes planning and implementing sustainable
ESD programs challenging without sufficient financial stability. Effective implementation
ESD programs challenging without sufficient financial stability. Effective implementation
of ESD often requires investments in infrastructure improvements, such as developing
of ESD often requires investments in infrastructure improvements, such as developing
eco-friendly school buildings, setting up laboratories, or incorporating technology for ineco-friendly school buildings, setting up laboratories, or incorporating technology for
teractive learning. Additionally, procuring or developing appropriate teaching materials,
interactive learning. Additionally, procuring or developing appropriate teaching materials,
textbooks, and educational resources aligned with ESD principles and values can entail
textbooks, and educational resources aligned with ESD principles and values can entail
additional costs.
additional costs.
4.2. Opportunities
Opportunities for
for Addressing
Addressing the
theESD
ESDChallenges
ChallengesRevealed
Revealed
4.2.
Kazakhstan, aa country
country abundant
abundant in
in natural
natural resources,
resources, has
has been
been making
making considerable
considerable
Kazakhstan,
economic progress.
progress. However,
However, the
the nation’s
nation’s education
education system
system still
still needs
needs to
to grapple
grapple with
with
economic
issuesthat
thatmight
mighthinder
hinderitsits
pursuit
of sustainable
development.
Education
is a pivotal
issues
pursuit
of sustainable
development.
Education
is a pivotal
tool
tool can
thatinfluence
can influence
a nation’s
sustainability
trajectory,
primarily
by promoting
awarethat
a nation’s
sustainability
trajectory,
primarily
by promoting
awareness,
ness, encouraging
innovation,
and imparting
the skills
necessary
to address
environmenencouraging
innovation,
and imparting
the skills
necessary
to address
environmental,
tal,
economic,
and
social
challenges.
Addressing
the
challenges
mentioned
above
in adeconomic, and social challenges. Addressing the challenges mentioned above in
advancing
vancing
the implementation
ESD in Kazakhstan
a multi-faceted
The
the
implementation
of ESD in of
Kazakhstan
requires a requires
multi-faceted
approach. approach.
The following
followingare
strategies
aretoproposed
surmount
theseand
challenges
andpotential
harness of
theeducation
potential
strategies
proposed
surmounttothese
challenges
harness the
of education
promoting
sustainable development
for
promotingfor
sustainable
development
(see Figure 2).(see Figure 2).
Factors Affecting the Advancement of ESD in KZ
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Curriculum adjustment
Emphasis on skill development
Quality education for all
Increasing education funding
Building Partnerships and Stakeholder Engagement
Inter-Ministerial Coordination
Monitoring and Evaluation Mechanisms
Figure
Figure2.2. Factors
Factors affecting
affectingthe
theadvancement
advancementof
ofESD
ESDin
inKazakhstan.
Kazakhstan.
First is curriculum adjustment since it serves as the heart of education. It is crucial to
First is curriculum adjustment since it serves as the heart of education. It is crucial to
incorporate the principles and values of ESD as a fundamental component of national eduincorporate the principles and values of ESD as a fundamental component of national
cation strategies and plans into the national curriculum. This integration should encompass
education strategies and plans into the national curriculum. This integration should enall levels of education, from early childhood to higher education, as well as non-formal
compass all levels of education, from early childhood to higher education, as well as nonand informal education. A shift from a theory-focused curriculum to one that balances
formal and informal education. A shift from a theory-focused curriculum to one that baltheory with practical skills is crucial. A revised inclusive curriculum would raise awareness;
ances theory with practical skills is crucial. A revised inclusive curriculum would raise
foster a holistic understanding of the complex interplay between societal, economic, and
awareness; foster a holistic understanding of the complex interplay between societal,
environmental dimensions; and foster critical thinking, problem-solving, and life skills.
Sustainability education should be interdisciplinary, blending science, economics, and
social studies to provide a comprehensive view of sustainable development in cross-cutting
Sustainability 2023, 15, 14311
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themes, such as adopting green infrastructure, reducing energy consumption, promoting
waste management, and incorporating sustainable procurement practices. Aligning the
curriculum with the job market’s needs and students’ aspirations ensures that education
prepares them for future challenges.
Next is an emphasis on teachers’ skill development. Focus on teacher training and continuous professional development programs is essential for building a competent, well-trained,
and motivated teaching workforce for delivering quality education to students. Designing
and implementing training programs with crucial sustainability competencies, such as
subject knowledge, pedagogical skills and tools, attitudes, values, motivation, and commitment, effectively integrate ESD into their teaching practices. However, in addition to
general sustainability competencies, they also need specific ESD competencies that refer
to their ability to assist individuals in developing sustainability competencies through
various innovative teaching and learning methods such as case-based, inquiry-based,
problem-based, project-based, and collaborative learning. These programs should emphasize active and participatory teaching methodologies that foster student involvement,
creativity, critical thinking, problem-solving, and self-expression abilities. This could be
achieved through project-based learning, internships, or community service activities that
promote sustainable practices and pedagogical approaches.
Third, ensuring access to quality education in Kazakhstan requires a comprehensive and
multi-faceted approach to improve education outcomes. This includes improving education infrastructure, inclusive education, enhancing teacher quality, developing relevant
and inclusive curricula, allocating adequate resources, bridging the urban–rural divide,
and other issues. For instance, to properly promote inclusive education practices that
accommodate students with disabilities and special educational needs, the government
should ensure that schools are equipped with appropriate infrastructure and resources
and provide specialized training for teachers to cater to the diverse learning needs of all
students effectively. Also, implementing targeted policies to bridge the educational gap
between urban and rural areas may include offering incentives to teachers to work in rural
schools, providing additional resources to rural institutions, and leveraging technology for
remote learning opportunities. Investing in early childhood education programs provides a
strong foundation for children’s learning and development, as high-quality early childhood
education can significantly impact children’s future academic success and overall wellbeing. Implementing this strategy allows Kazakhstan to work towards ensuring access to
quality education for all, fostering a knowledgeable and skilled workforce, and promoting
sustainable development and societal progress. Education is pivotal in shaping the nation’s
future, making it a vital investment for a prosperous and inclusive society.
Fourth is increasing education funding since financial constraints hinder the implementation of sustainable education initiatives. To drive meaningful changes, national budgets
should prioritize education to guarantee that schools have the necessary funds to provide
quality education and maintain a conducive learning environment, including adequate
funding for infrastructure development, teacher training, and curriculum enhancement.
It also is worth noting the importance of investing in research and fostering collaboration between academia and practitioners. Encouraging research and innovation in ESD
can drive the development of evidence-based practices and context-specific solutions to
sustainability challenges. Thus, encouraging educational institutions and research centers
to conduct studies on sustainability issues, best practices, and the impact of ESD initiatives is crucial for delivering quality education to students. This might entail exploring
diverse potential funding mechanisms, including public–private partnerships, international grants, or community contributions to secure the necessary resources for sustainable
education projects.
Fifth, building partnerships and stakeholder engagement, including government agencies, educational institutions, international institutions, NGOs, the private sector, and
community-based organizations, provides valuable resources and insights for implementing sustainability education. These partnerships can offer technical expertise, funding,
Sustainability 2023, 15, 14311
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and innovative strategies that can contribute significantly to the sustainability agenda. In
addition, encouraging joint initiatives and projects that promote ESD fosters a sense of
shared responsibility for sustainable development.
Sixth, developing inter-ministerial coordination mechanisms allows the integration of ESD
effectively into policies, strategies, and programs, and coordinating efforts across various
ministries, government agencies, and educational institutions requires a collaborative
and systematic approach for a holistic approach to ESD. While creating a comprehensive
and well-defined national ESD framework that outlines the objectives, principles, and
action plans for integrating sustainability into education policies and programs, it is critical
to involve input from multiple stakeholders, including inter-ministerial committees or
experts’ groups specifically focused on ESD, and civil society organizations to ensure
coordination, collaboration, and alignment of efforts across various sectors. Formulating
inter-ministerial working groups that comprise representatives from different ministries
and agencies involved in education, environment, and sustainable development ensures
coordination, collaboration, and alignment of efforts across various sectors.
Implementing policies and initiatives ensuring that all children have access to education, especially those in remote and underserved areas, involves inter-ministerial coordination in providing transportation facilities, constructing schools in remote regions, and
offering boarding facilities for students who live far from educational institutions.
The last strategy is designing proper monitoring and evaluation mechanisms of existing
education policies and curricula to assess ESD integration efforts’ effectiveness so the
impact of ESD initiatives can be adequately evaluated. A robust monitoring and evaluation
framework should regularly assess the quality of school education, review progress, identify
gaps and opportunities, and celebrate successes to maintain momentum and commitment.
Engaging with international organizations and other countries in global initiatives
and networks allows us to stay updated on the latest developments in sustainability
education and share experiences, best practices, and lessons learned in implementing
ESD. International cooperation is essential in measuring the effectiveness of sustainability
efforts in the Kazakh education system, identifying areas for improvement, and informing
evidence-based decision-making.
By following these strategies and fostering a culture of collaboration and commitment
to sustainable development, it is possible to effectively integrate ESD into policies, procedures, and programs and coordinate efforts across various sectors and institutions. This
will lay the foundation for Kazakhstan’s more sustainable and resilient future.
To address the abovementioned challenges, Kazakhstan needs to increase awareness
and understanding of ESD principles among educators and the wider community. This
can be achieved through professional development opportunities for teachers and the
development of outreach programs for the wider community. Kazakhstan should also
prioritize the allocation of resources and funding to support ESD initiatives, such as the
development of educational materials and the implementation of ESD programs. Additionally, the government should foster greater collaboration and coordination among
relevant stakeholders, including government agencies, non-governmental organizations,
and academic institutions.
5. Conclusions
The study revealed that the current challenges in Kazakh Education for Sustainable
Development are significant but manageable. However, they could hinder the nation’s
progress towards sustainable development. Therefore, concerted efforts are required to
address these issues, primarily through curriculum enhancement, teacher training, skill
development, increased funding, and strategic partnerships.
By implementing the proposed strategies and recommendations, Kazakhstan can
progress significantly towards a more sustainable and inclusive education system. Emphasizing the role of education in fostering a sustainable society will pave the way for a
brighter and greener future for the nation and its citizens. Using the transformative power
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of education, Kazakhstan can nurture a generation equipped with the knowledge, skills,
and values necessary to advance the country towards a sustainable future.
A key takeaway is that Education for Sustainable Development is not just about embedding sustainability into the curriculum; it is about transforming the educational system
to mirror sustainable practices. Every aspect should reflect sustainability principles, from
the school infrastructure to the pedagogical methods employed. This would teach students
about sustainability and demonstrate its practical applicability, fostering a sustainability
culture that can propel Kazakhstan towards its developmental goals.
Overall, the systematic implementation of the SDGs and its fourth goal, in particular,
will undoubtedly have a positive multiplier effect for Kazakhstan in the following ways:
−
−
−
−
−
−
Facilitating the process of becoming one of the 30 most competitive countries in the
world by achieving the indicators of the Organization for Economic Cooperation
and Development;
Promoting international collaborations in global sustainability initiatives to expose
Kazakh students to diverse perspectives on sustainability issues;
Leveraging technology to enhance ESD delivery, making use of online platforms,
educational apps, and virtual reality for immersive learning experiences;
Giving an additional impetus to such processes as increasing human potential, attracting foreign technologies and experience, and improving skills in processing Big Data;
Supporting innovation and entrepreneurship in sustainability-related fields on national
and international scales, particularly those relevant to Kazakhstan’s unique context;
Attracting large international corporations’ investment, for which the model of socially
responsible business and its compliance with the SDGs is an essential component of
their image.
By embracing these strategies and maintaining a commitment to sustainability education, Kazakhstan can not only become a pioneer in driving sustainable development
but also serve as an inspiration for other nations seeking a more equitable and prosperous future for their citizens. Through education, Kazakhstan can empower its citizens to
contribute to a sustainable, prosperous, and inclusive society.
Author Contributions: Conceptualization, P.Y., G.B. and E.T.; methodology, P.Y. and G.B.; software,
E.T. and G.B.; validation, P.Y. and E.T.; formal analysis, P.Y., G.B. and E.T.; investigation, P.Y., E.T.
and G.B.; resources, P.Y. and E.T.; data curation, P.Y. and E.T.; writing—original draft preparation,
P.Y.; writing—review and editing, P.Y. and E.T.; visualization, E.T. and G.B.; supervision, P.Y.; project
administration, P.Y. All authors have read and agreed to the published version of the manuscript.
Funding: This study was funded by the Science Committee of the Ministry of Science and Higher
Education of the Republic of Kazakhstan (Grant No AP19680048).
Institutional Review Board Statement: Ethical review and approval were waived for this study as
it does not involve intervention and is low risk.
Informed Consent Statement: Not applicable.
Data Availability Statement: The data presented in the article are based on the following reports:
(1) “Using Macroeconomic Modelling to Inform National Climate Adaptation Planning. Lessons
Learned from Georgia, Kazakhstan, And Vietnam”, published by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, in Germany, 2023. Available at https://www.internationalclimate-initiative.com/fileadmin/iki/Dokumente/Publikationen/Projekte/18_II_141/giz-2023-enusing-macroeconomic-modelling-to-inform-national-climate-adaptation-planning.pdf (accessed on
11 June 2023). (2) UNESCO’s Education for Sustainable Development newsletters published by
UNESCO. Available at https://www.unesco.org/en/education-sustainable-development (accessed
on 17 June 2023). (3) “Our Work on the Sustainable Development Goals in Kazakhstan” published
by the UN Kazakhstan office. Available at https://kazakhstan.un.org/en (accessed on 17 June
2023). (4) 14. Bureau of National Statistics. Agency for Strategic Planning and Reforms of Kazakhstan Socio-Economic Development of Kazakhstan (January–June 2023) (accessed on 17 June 2023).
https://stat.gov.kz/en/publication/collections/ (accessed on 17 June 2023).
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Acknowledgments: We greatly appreciate all the participants’ collaboration.
Conflicts of Interest: The authors declare no conflict of interest.
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