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Abstract

This monograph was developed as part of the national research project “The Scientific Concept of Gender Education in the Universities of Kazakhstan: Theoretical and Methodological Foundations” (2023-2025), funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan. It offers a comprehensive academic framework for understanding and institutionalizing gender education in Kazakhstani higher education, integrating both theoretical perspectives and methodological approaches.

The monograph begins by exploring the historical evolution of gender discourse and situates contemporary gender issues within the broader context of globalization. It examines how global movements and international frameworks have shaped gender equality initiatives in education, particularly in post-Soviet contexts. Drawing from interdisciplinary fields—including sociology, history, pedagogy, and cultural studies—the authors review key theoretical paradigms and diverse methodologies such as feminist, qualitative, and comparative approaches, emphasizing the importance of intersectionality and context in analyzing gender issues.

A central focus of the monograph is the development of gender education both globally and within Kazakhstan. While gender studies gained academic recognition in the West during the latter half of the twentieth century, Kazakhstan began integrating gender-related content into higher education curricula during the early years of its independence. Today, nearly half of Kazakhstan’s universities offer courses related to gender, reflecting a growing interest and institutional support. However, the study finds that gender education remains inconsistently implemented, lacking a unified interdisciplinary structure and often limited to elective or siloed courses.

Through case studies, institutional reviews, and policy analysis, the monograph assesses the challenges to effective gender education in Kazakhstan, including persistent gender stereotypes, gaps in educator preparedness, and the lack of systemic policy support. A dedicated section outlines strategies for building gender competence in both educators and students, emphasizing curricular reform and inclusive pedagogical practices. Practical examples illustrate how gender-sensitive teaching fosters more equitable and inclusive learning environments.

The work culminates in a draft Concept of Gender Education for Kazakhstan, synthesizing the research into actionable policy recommendations for higher education institutions. These include curriculum design, faculty development, and institutional support mechanisms that are aligned with Kazakhstan’s gender equality strategies and global frameworks, such as the Sustainable Development Goals.

This monograph serves as both a theoretical resource and a policy-oriented roadmap, contributing to national education reform and the broader discourse on gender equality. It aims to support academic researchers, educators, and policymakers in integrating gender perspectives into the structure and values of higher education in Kazakhstan.