Teaching values in a changing society: Kazakhstani teachers’ views on value-oriented education, citizenship, and social responsibility

A qualitative phenomenological study, supplemented by descriptive quantitative data, investigated Kazakhstani teachers' perspectives on value-oriented education, citizenship, and social responsibility within a context of societal change. The research, conducted with 30 teachers in Shymkent, Kazakhstan, utilized semi-structured interviews and thematic analysis. The primary finding indicates that teachers perceive value-oriented education as a multifaceted process encompassing moral development, national identity, and universal values.

Why it matters

Understanding educators' views on values, citizenship, and social responsibility is crucial for informing national educational strategies and curricula development. This insight can help ensure that educational systems are aligned with societal needs and promote desired outcomes related to individual and collective development.

Key insights

• Kazakhstani teachers view value-oriented education as a multidimensional process.
• This multidimensional process includes moral development as a key component.
• National identity is considered an integral part of value-oriented education by teachers.
• Teachers also conceptualize universal values as central to value-oriented education.
• The study was conducted with 30 teachers in Shymkent, Kazakhstan, between May and June 2026.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1917670