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<p>Integration of the Sustainable Development Goals into higher education plays a crucial role in preparing specialists capable of addressing contemporary global challenges. This study focuses on the analysis of the implementation of sustainability-focused modules within the educational programs of universities in the Pavlodar region of Kazakhstan. A mixed-method research approach was applied, including a survey of 92 students and five in-depth interviews with university lecturers. The findings indicate that the integration of SDGs into the educational process enhances students’ reported awareness, increases their motivation, and strengthens their self-reported readiness to apply sustainable development principles in their future professional activities. However, the research also identifies several key barriers, such as a lack of methodological materials, insufficient institutional support, and limited student engagement. The authors emphasize the importance of interdisciplinary, digital, and practice-oriented teaching methods to ensure the successful integration of SDGs. The article provides recommendations for higher education institutions aimed at improving the quality of SDG-oriented educational modules, enhancing teaching practices, and strengthening collaboration between universities, employers, and public institutions. The results of this study are relevant not only for Kazakhstan but also for other countries striving to incorporate the SDGs into their higher education systems.</p>

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Integration of the SDGs into the educational process of Kazakhstani universities: implementation results and effectiveness assessment

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月29日

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  • Sergey Bespalyy,
  • Gulmira Alnazarova,
  • Alexandr Petrenko,
  • Saltanat Zhanuzakova

摘要

Integration of the Sustainable Development Goals into higher education plays a crucial role in preparing specialists capable of addressing contemporary global challenges. This study focuses on the analysis of the implementation of sustainability-focused modules within the educational programs of universities in the Pavlodar region of Kazakhstan. A mixed-method research approach was applied, including a survey of 92 students and five in-depth interviews with university lecturers. The findings indicate that the integration of SDGs into the educational process enhances students’ reported awareness, increases their motivation, and strengthens their self-reported readiness to apply sustainable development principles in their future professional activities. However, the research also identifies several key barriers, such as a lack of methodological materials, insufficient institutional support, and limited student engagement. The authors emphasize the importance of interdisciplinary, digital, and practice-oriented teaching methods to ensure the successful integration of SDGs. The article provides recommendations for higher education institutions aimed at improving the quality of SDG-oriented educational modules, enhancing teaching practices, and strengthening collaboration between universities, employers, and public institutions. The results of this study are relevant not only for Kazakhstan but also for other countries striving to incorporate the SDGs into their higher education systems.