Psychological and pedagogical conditions, DEI perception, and career agency among university students in Kazakhstan

A cross-sectional study involving 300 university students in Kazakhstan explored the relationships between perceived psychological and pedagogical conditions, diversity, equity, and inclusion (DEI) perception, and career agency. The study found a weak positive association between perceived psychological and pedagogical conditions and DEI perception, but neither of these constructs showed a significant association with students' career agency.

This research provides insights into how certain institutional conditions and DEI perceptions relate to student outcomes in higher education. Understanding these relationships is crucial for developing targeted strategies that enhance student support, social mobility, and career readiness, especially in contexts with evolving labor markets.

The study focused on university students aged 18-24 across four cities in Kazakhstan.

Forward consideration, not a verified fact.