History and civic education in Kazakhstan

Pocstar Moldir; Ilyassova-Schoenfeld Aray; Anafinova Saule; Yelubayev Bainur; Akshulakova Bibigul; Assylov Nursultan; Aliyeva Gaziza; Klyshbekova Maira: History and civic education in Kazakhstan. In: Compass to history and civic education : comparing history education in 16 European and Asian Countries. pp. 265-291. (2025)

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This paper provides a comprehensive analysis of the evolution of history and civic education within Kazakhstan’s secondary school system. Utilizing qualitative content and document analysis, the study examines state-mandated curricula and history textbooks for grades 5–11 used during the 2010–2022 period. The research evaluates several critical indicators, including the institutional status of the discipline, chronological focus, declared key competencies, content selection, and the integration of civic education via the “Fundamentals of Law” subject. Findings reveal that the current curriculum successfully provides a coherent chronological narrative of human development, effectively balancing national history with global processes. While the “History of Kazakhstan” curriculum explicitly focuses on fostering patriotism and national identity, the “World History” curriculum is designed to promote multiculturalism, tolerance, and respect for global diversity. The study highlights significant structural developments, such as the inclusion of “Local History” for grades 5–7 and the move toward interdisciplinary connections with geography, literature, and law. Furthermore, the evolution of civic education is marked by the formalization of law as a standalone subject, incorporating essential modern skills like financial literacy. However, the analysis identifies a persistent tension between reformist goals and the lingering Soviet legacy. Despite efforts to decolonize historical narratives and reassess the revolutionary era, the educational landscape remains influenced by traditional Soviet pedagogical approaches, specific ideological terminology, and a teaching workforce primarily trained in the late Soviet period. The paper concludes that while the transition to a modern, competency-based framework has been substantial, the process of distancing Kazakhstan’s historical narrative from its Soviet past remains an ongoing and complex nation-building project.

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