PROFESSIONAL TRAINING OF UNIVERSITY STUDENTS THROUGH THE PRISM OF THE VALUES OF THE “RUHANI ZHANGYRU” PROGRAM
DOI:
https://doi.org/10.48371/PEDS.2025.79.4.002Keywords:
professional training, values, Rukhani Zhangyru, internalization, higher education, competence-based approach, educational practices, student youth, national identity, pedagogical strategiesAbstract
In the context of globalization and accelerating sociocultural transformations, Kazakhstan faces the urgent need to shape a value system capable of ensuring social sustainability and competitiveness. The “Rukhani Zhangyru” program has become a key instrument of state policy aimed at modernizing public consciousness, setting strategic guidelines for the higher education system. The purpose of this study is to identify the pedagogical potential of integrating the program’s values into the professional training of university students in Kazakhstan and to determine their role in shaping students’ professional identity.
The research is based on the competence-based approach and value-oriented models of professional education. The empirical base includes a survey of students (n=376), intent and content analysis of official documents, case studies of project initiatives, and a comparative analysis of international practices.Findings indicate that while students demonstrate a high level of awareness about the program, the degree of value internalization remains partial, as declared orientations are not always transformed into consistent behavioral patterns. Systemic contradictions were revealed between state discourse and university practices, between cognitive and behavioral levels of assimilation, and between student expectations and traditional teaching methods.
The study concludes that there is a need to shift from formal value transmission to experiential learning through project- and service-based approaches, student self-governance, digital education technologies, and teacher training in value-oriented pedagogy. The scientific novelty lies in the pedagogical conceptualization of “Rukhani Zhangyru” as a resource for forming students’ professional identity. The practical significance is defined by the applicability of the results in designing educational programs and methodologies for value-based training.
