An Interview with Mr Sayasat Nurbek, Minister of Science and Higher Education of the Republic of Kazakhstan, for Azerbaijan Today Magazine.

Questions prepared by Carsten Sander Christensen and Rovshan Pashazadeh.

A.T.: Over the past two decades, Kazakhstan has undergone a major transformation of its higher education system. Looking back, which reforms do you consider the most significant milestones in this process, and how have these changes improved the quality, accessibility, and international competitiveness of Kazakhstan’s universities?

S.N.: Over the past two decades, Kazakhstan has fundamentally modernized its higher education system. The reforms have focused on aligning national higher education with international standards, expanding institutional autonomy, and strengthening global academic cooperation.

One of the defining milestones was Kazakhstan’s accession to the Bologna Process in 2010. This integrated the country into the European Higher Education Area and introduced a three-cycle degree structure, the European Credit Transfer and Accumulation System (ECTS), academic mobility, and internationally recognized mechanisms for quality assurance and qualification recognition.

Another transformative reform has been the expansion of university autonomy. Since 2018, public and state-affiliated universities have gained broad academic independence, allowing them to design educational programmes, modernize curricula, respond more quickly to labour market demands, and pursue their own institutional development strategies.

Internationalization has become another key pillar of Kazakhstan’s higher education policy. Today, Kazakhstan is positioning itself as an emerging academic hub for Central Asia. As of the first half of 2026, more than 37,000 international students are studying at Kazakhstani universities. Institutions now offer 484 degree programmes in English, around 70 joint academic programmes, and 190 dual-degree programmes, creating greater opportunities for international collaboration and student mobility.

A particularly important development has been the establishment of partnerships with leading international universities. Following the President’s initiative launched in 2022, Kazakhstan significantly accelerated the attraction of world-class universities. Today, 33 foreign universities from 12 countries operate in Kazakhstan through various partnership models. These collaborations strengthen research capacity, introduce international educational standards, facilitate knowledge transfer, and expand opportunities for students and faculty.

At the regional level, Kazakhstan is also advancing the vision of a Central Asian Higher Education Area, aimed at promoting academic mobility, research collaboration, and closer integration among the region’s universities. This objective is reflected in the Concept for the Development of Higher Education and Science through 2029.

Taken together, these reforms have enhanced the quality, accessibility, and international competitiveness of Kazakhstan’s higher education system, while laying the foundation for the country’s ambition to become the leading academic and research hub of Central Asia.

A.T.: The Government of Kazakhstan has identified the development of research universities as one of its national priorities. What key programmes and funding mechanisms have been introduced to strengthen scientific research, promote innovation, and enhance the global competitiveness of Kazakhstan’s universities alongside the world’s leading research institutions?

S.N.: Developing research universities is one of Kazakhstan’s strategic priorities, as we see universities not only as educational institutions but also as drivers of scientific discovery, technological innovation, and economic growth.

To support this transformation, Kazakhstan has established a multi-channel research funding system based on three complementary mechanisms: basic funding, which ensures the sustainability of research institutions and scientific infrastructure; competitive grant funding, which supports high-quality research selected through independent peer review; and programme-targeted funding, which addresses national strategic priorities through large-scale research initiatives.

At the same time, we are strengthening the role of universities as research centres. Higher education institutions are expanding modern laboratories and research infrastructure, increasing interdisciplinary research, and developing stronger partnerships with industry so that scientific knowledge is translated into practical technologies and innovative products.

International cooperation is another key component of our strategy. Kazakhstani universities are actively implementing joint research projects with leading international universities and research organisations, participating in global scientific programmes, and expanding opportunities for researcher mobility. These partnerships facilitate knowledge exchange, improve research quality, and increase the international visibility of Kazakhstan’s science.

Equally important is our focus on nurturing the next generation of scientists. We are creating new opportunities for young researchers through targeted grant programmes, doctoral training, international internships, and career development initiatives designed to retain talented researchers within the national scientific ecosystem.

Finally, we are placing growing emphasis on the commercialization of research. Our objective is to ensure that scientific discoveries move beyond academic publications and become innovative solutions that contribute to industrial modernization, technological development, and sustainable economic growth.

Taken together, these measures are helping Kazakhstan build a modern research university ecosystem that is increasingly integrated into the global scientific community and capable of competing with leading 

A.T.: Digital technologies are transforming not only teaching and learning but also the governance of universities. How are innovative technologies—including digital administration, data-driven decision-making, and the concept of the smart campus—being integrated into university governance, research, and the educational process in Kazakhstan?

S.N.: Digital transformation is reshaping every aspect of higher education in Kazakhstan—from university governance and research management to teaching and student services. Our objective is not simply to introduce new technologies, but to create a modern digital ecosystem that enables universities to operate more efficiently, make evidence-based decisions, and deliver a better educational experience.

The Concept for the Development of Higher Education and Science for 2023–2029 identifies digital transformation as one of the key drivers of modernization. Universities are gradually introducing integrated digital management systems that support admissions, academic records, quality assurance, financial management, and student services through unified digital platforms. These solutions improve administrative efficiency, increase transparency, and provide university leaders with real-time data for strategic decision-making.

The concept of the Smart Campus is also gaining momentum. Universities are implementing intelligent digital infrastructure that integrates learning environments, research facilities, campus services, and resource management into a single digital ecosystem. Smart technologies help optimize the use of university facilities, improve energy efficiency, enhance campus safety, and create a more comfortable environment for students and staff.

Digital technologies are equally transforming education and research. Universities are expanding the use of virtual and augmented reality, digital laboratories, simulation technologies, adaptive learning platforms, and AI-assisted educational tools that enable students to develop both theoretical knowledge and practical competencies in a more interactive learning environment.

Recognizing the growing importance of artificial intelligence, the Ministry approved the Inter-University Standard on the Application of Artificial Intelligence in Higher and Postgraduate Education in 2024. The Standard establishes common principles for the responsible use of AI in education and recommends the core content of the course Fundamentals of Artificial Intelligence. In parallel, the Ministry adopted a Roadmap for AI Talent Development in Higher Education Institutions, which provides a strategic framework for integrating AI into teaching, research, and university management.

Ultimately, digital transformation is not an end in itself. It is a strategic instrument for improving the quality of education, strengthening research performance, enhancing institutional governance, and preparing universities for the rapidly evolving knowledge economy.

A.T.: Digital technologies are changing not only how students learn but also how universities are managed. How are innovative technologies – including digital administration, data-driven decision-making, and smart campus solutions – being integrated into university governance, research, and teaching across Kazakhstan?

S.N.: Kazakhstan has approached digitalisation not simply as the introduction of individual electronic services, but as the development of a new model of higher education governance. We were among the first countries in Central Asia to begin building an integrated digital ecosystem for higher education at the national level.

At the heart of this transformation is the Unified Higher Education Platform (EPVO). More than a database, EPVO serves as a national digital governance platform, bringing together information on universities, academic programmes, students, faculty, research, infrastructure, and other key performance indicators. Through integration with other government information systems, it enables evidence-based policymaking, improves the quality of public services, supports workforce planning, and enhances transparency across the higher education sector.

A similar transformation is taking place within universities themselves. Institutions are increasingly adopting AI-Enabled University and Smart Campus models that connect academic management systems, learning platforms, digital libraries, student services, research infrastructure, dormitories, access control, and campus operations within a single digital environment. University leaders are making greater use of real-time dashboards and advanced analytics to monitor academic performance, allocate resources more effectively, strengthen quality assurance, and provide targeted support to students.

Digital technologies are also transforming teaching and research. Universities are expanding hybrid and flexible learning formats, integrating international online courses, and developing digital educational resources that broaden access to high-quality education. At the same time, the Digital Science Portal has digitalised the entire research funding cycle—from grant applications and expert evaluation to project monitoring and the dissemination of research results—making research management more transparent, efficient, and accountable.

Ultimately, our objective is not digitalisation for its own sake. It is to create a modern, data-driven higher education system in which governance is more effective, research is better connected to national priorities, and educational services are designed around the needs of students, researchers, and society.

A.T.:  Kazakhstan has gained significant experience in distance learning, particularly in recent years. How has online education evolved in the country, what are the key lessons learned from its implementation, and what role do you believe distance learning should play in expanding access to higher education for students living in remote regions of the country?

S.N.: The rapid expansion of distance learning over recent years has fundamentally changed the way we think about higher education. What initially emerged as a necessary response to extraordinary circumstances has evolved into an important component of a more flexible and inclusive education system.

Today, Kazakhstan’s legislation allows higher education programmes to be delivered through different modes of study, including online learning. Universities have accumulated considerable experience in designing digital courses, using modern learning management systems, developing online assessment methods, and providing academic support through digital platforms.

One of the most important lessons has been that technology alone does not guarantee quality. Effective online education depends on well-designed curricula, qualified academic staff, reliable digital infrastructure, and continuous interaction between students and instructors. These factors have become central to our approach to further developing digital education.

Distance learning also plays an important role in expanding educational opportunities. For students living in remote regions, people combining work with higher education, and lifelong learners seeking new qualifications, online education offers greater flexibility and access without compromising academic standards. At the same time, programmes requiring extensive laboratory work, clinical practice, or hands-on training continue to rely primarily on face-to-face instruction or blended learning models.

Looking ahead, we see distance learning not as a substitute for traditional university education, but as a complementary format within a modern higher education system. By combining digital technologies with high academic standards, universities can broaden access, strengthen lifelong learning, and ensure that quality higher education is available regardless of a student’s place of residence.

A.T.: Artificial intelligence is rapidly transforming education systems worldwide. How is Kazakhstan preparing its universities for the AI era? In your view, what opportunities does AI offer for improving teaching, research and student learning? How is the Ministry addressing issues of academic integrity, ethics and the development of digital competencies required for the workforce of the future?

S.N.: We believe that artificial intelligence is becoming a general-purpose technology that will transform every sector of the economy. Our task is therefore not only to prepare AI specialists, but to ensure that every university graduate possesses the knowledge and competencies required to work effectively alongside AI.

To achieve this, Kazakhstan has introduced a series of systemic reforms. Amendments to the State Mandatory Standard for Higher Education, adopted in 2024 and further strengthened in 2025, require all higher education programmes to include learning outcomes related to the application of artificial intelligence in professional practice. As a result, every university has revised its curricula to integrate AI either through dedicated courses or within discipline-specific subjects.

Alongside this system-wide approach, universities are expanding specialised AI education. Today, 32 universities offer 44 AI-focused academic programmes in areas such as machine learning, data analytics, intelligent engineering systems, healthcare, transport, cybersecurity, and business. These programmes are currently attended by 2,196 students, including 2,091 bachelor’s, 82 master’s, and 23 doctoral students. To ensure that graduates possess skills aligned with labour market needs, Kazakhstan has also developed 43 professional standards for the IT sector.

International cooperation is another essential element of our strategy. We are working with OpenAI, Coursera, NVIDIA, Google, Microsoft, Huawei, and other global partners to provide our universities with access to advanced technologies, educational content, research infrastructure, and international expertise. Kazakhstan also became the first country in Central Asia to launch the large-scale implementation of ChatGPT Edu, providing 165,000 licences to universities for students, faculty, researchers, and staff.

Artificial intelligence is also opening new opportunities for higher education itself. AI enables more personalised learning, supports adaptive educational pathways, assists faculty in developing educational content, accelerates scientific research through advanced data analysis, and helps universities make more informed, evidence-based decisions. Across the country, universities are establishing specialised AI research centres, laboratories, and centres of excellence that contribute to both fundamental research and practical innovation.

At the same time, technological progress must be accompanied by responsible governance. In 2024, the Ministry approved the Inter-University Standard on the Application of Artificial Intelligence in Higher and Postgraduate Education, which establishes common principles for the ethical, transparent, and responsible use of AI in teaching and learning. Our approach is not to prohibit generative AI, but to teach students and faculty how to use it responsibly, while upholding academic integrity, protecting personal data, ensuring proper attribution, and strengthening critical and independent thinking.

Ultimately, we see artificial intelligence not simply as another digital tool, but as a catalyst for transforming higher education. By combining modern regulation, international partnerships, advanced research, and investment in human capital, Kazakhstan is building an AI-ready higher education system capable of preparing graduates for the opportunities and challenges of the future economy.

A.T.: Artificial intelligence is rapidly reshaping education worldwide. How is Kazakhstan preparing its universities for the AI era? What opportunities do you see for AI to enhance teaching, research, and student learning, and how is the Ministry addressing challenges such as academic integrity, ethics, and the development of digital skills for the workforce of the future?

S.N.: Kazakhstan is preparing for the AI era through a coherent national strategy rather than a collection of isolated initiatives. Our objective is not only to train AI specialists, but to ensure that every graduate is able to work effectively, responsibly, and creatively in an AI-enabled world.

The first pillar of this strategy is the AI-Sana programme. In Kazakh, sana means consciousness and intellect, reflecting our belief that AI education should develop critical thinking alongside technical skills. Through AI-Sana, nearly 700,000 foundational AI-learning certificates have already been awarded, while more than 100,000 students have progressed to advanced training in AI programming and technology entrepreneurship. Universities have also developed 442 AI solutions, including AI agents, many of which are now entering pilot implementation in partnership with industry.

The second pillar is the AI+X model, which integrates artificial intelligence across all academic disciplines—not only computer science, but also engineering, medicine, agriculture, transport, energy, economics, and the social sciences. We believe that in the future, AI literacy will become a core professional competency regardless of a graduate’s field of study.

A flagship initiative within this transformation is QAIRU, Kazakhstan’s new national research university dedicated to artificial intelligence. It is being established as a model AI-Enabled University, where AI will be embedded across education, research, innovation, and institutional governance. At the same time, our ambition extends well beyond a single institution. We want every university in Kazakhstan to progressively adopt the AI-Enabled University model.

Artificial intelligence is already creating new opportunities across higher education. It enables more personalised learning, supports faculty in developing educational content and monitoring student progress, accelerates scientific research through advanced data analysis, and reduces routine administrative tasks, allowing academics to focus on teaching, mentoring, and innovation. However, we firmly believe that AI should support – not replace – human judgement in both academic and institutional decision-making.

To create an enabling environment, AI competencies have been incorporated into the State Compulsory Standard for Higher Education, while an Inter-University Standard provides common methodological and ethical principles for integrating AI into teaching and learning. In parallel, the Academic Integrity League has developed practical guidance on the responsible use of generative AI in academic work.

International cooperation is another essential element of our strategy. We are working with OpenAI, Coursera, NVIDIA, Google, Microsoft, Huawei, and other global partners to provide our universities with access to advanced technologies, educational content, research infrastructure, and international expertise. Kazakhstan also became the first country in Central Asia to launch large-scale implementation of ChatGPT Edu, providing 165,000 licences to universities for students, faculty, researchers, and staff.

Ultimately, our approach is not centred on regulating technology, but on preparing people. The universities that will succeed in the AI era are those that combine technological excellence with academic integrity, ethical leadership, creativity, and critical thinking. This is the vision that guides Kazakhstan’s higher education policy today.

Cooperation

A.T.: Kazakhstan and Azerbaijan have long enjoyed close cooperation in higher education and science. How do you assess the current state of this partnership, and what opportunities do you see for expanding collaboration in the years ahead?

S.N.: Kazakhstan and Azerbaijan enjoy a close and trusted partnership built on strong historical ties and shared strategic interests. Higher education and science have become one of the most dynamic areas of our bilateral cooperation, and we see significant opportunities to deepen this partnership further.

Our cooperation is supported by a solid legal framework and regular dialogue between the two ministries. Beyond formal agreements, however, the real value of this partnership lies in the growing collaboration between our universities, researchers, and students.

Academic mobility remains one of its strongest pillars. Under our bilateral arrangements, the two countries exchange students at the bachelor’s, master’s, doctoral, and medical education levels. Following recent amendments to our intergovernmental agreement, the number of government-funded scholarships has increased to 12 places annually, with a focus on priority disciplines such as information and communication technologies, engineering, agriculture, healthcare, business, and the humanities.

University-to-university cooperation is also expanding steadily. Today, 40 universities in Kazakhstan and 36 universities in Azerbaijan are connected through 79 cooperation agreements covering joint educational programmes, academic mobility, collaborative research, professional development for faculty, and the co-development of educational materials. These partnerships create long-term institutional links and contribute to the internationalisation of higher education in both countries.

Research collaboration is becoming an increasingly important dimension of our partnership. A notable example is the Azerbaijan–Kazakhstan Research and Education Centre, established in 2024 at the Baku Higher Oil School in cooperation with the Safi Utebayev Atyrau University of Oil and Gas. The Centre brings together researchers from both countries to work on energy technologies, digital solutions, the environmental sustainability of the Caspian Sea, and carbon reduction—areas that are of strategic importance for the region.

People-to-people ties are equally important. In 2024, 222 Azerbaijani students were enrolled at Kazakhstani universities, while Azerbaijani scholars continue to teach and conduct research in Kazakhstan, strengthening academic networks and promoting the exchange of knowledge and expertise.

Looking ahead, we see considerable potential to expand cooperation in emerging fields such as artificial intelligence, digital technologies, green energy, biotechnology, and advanced engineering. As two countries committed to developing knowledge-based economies, Kazakhstan and Azerbaijan can achieve even greater results through joint research, innovation, and talent development. We view our partnership not only as bilateral cooperation, but also as an important contribution to strengthening scientific and educational connectivity across the wider Caspian and Central Asian region.

A.T.: As Kazakhstan continues to modernise its higher education system through digital transformation and innovation, and Azerbaijan is pursuing similar educational reforms, what opportunities do you see for the two countries to work together in developing AI-based education, distance learning, and joint research centres? Could Kazakhstan and Azerbaijan become regional leaders in educational innovation for the wider Turkic world through closer academic cooperation?

S.N.: Kazakhstan and Azerbaijan have excellent opportunities to deepen cooperation in AI-based education, digital learning, and applied research. Importantly, we are building on an already strong foundation. Our universities maintain active partnerships through bilateral agreements, academic mobility, joint educational programmes, and collaborative research initiatives. During the recent Study in Kazakhstan exhibition in Baku, around 40 new cooperation agreements were signed, while our two countries continue to exchange 12 government-funded scholarships annually.

The next stage of cooperation should focus on artificial intelligence. Kazakhstan is implementing initiatives such as AI-Sana, AI+X curricula, and the AI-Enabled University model, while Azerbaijan is actively developing its own AI ecosystem and digital education initiatives. These complementary strengths create opportunities to jointly develop educational content, train faculty, establish shared online courses, and build international research and student teams.

There is also significant potential for joint research and innovation in areas of strategic importance to both countries, including energy, transport and logistics, agriculture, cybersecurity, digital public services, and language technologies. Rather than creating entirely new institutions, we can achieve faster progress by connecting existing laboratories, research centres, and innovation ecosystems, enabling researchers to share expertise, data, and technological solutions.

Regional cooperation platforms, including the Turkic Universities Union and the Turkic Academy, provide an excellent foundation for expanding successful bilateral initiatives into broader multilateral projects involving universities across the Turkic world. Such networks can accelerate academic mobility, collaborative research, and the exchange of best practices in digital education and artificial intelligence.

I believe Kazakhstan and Azerbaijan are well positioned to become important drivers of educational innovation in the Turkic world. Both countries are investing in higher education, digital transformation, and research, while sharing a common commitment to developing knowledge-based economies. By working together, we can build stronger academic networks, develop internationally competitive research, and create new opportunities for students, researchers, and innovators across our region.

For Kazakhstan, this vision is closely linked to our broader ambition of becoming a leading academic and research hub for Central Eurasia. Closer cooperation with Azerbaijan will not only strengthen our bilateral partnership but also contribute to a more integrated, innovative, and globally connected higher education and research area across the wider Turkic region.