Unlocking scientific potential through dual degrees in Kazakhstan’s higher education system

Objective. This study examined dual degrees in Kazakhstan from an academic perspective, highlighting the strategies influencing the evolution of the programs and reflecting the country’s desire to meet dynamic global educational standards. Design/Methodology/Approach. Using classification, comparison, induction, deduction, synthesis, and formalization, the authors investigated and compared dual-degree programs (DDPs) in Kazakhstan and foreign higher education institutions (HEIs), drawing on research papers and analytical reports from the Centre for the Development of Higher Education of the Republic of Kazakhstan. Results/Discussion. Key findings indicated that sustainable partnerships, technological integration, market-oriented curricula, and active state support stimulated positive transformations in this form of education. Cultural diversity was presented as a decisive factor shaping the global thinking of graduates and their comprehensive readiness for the challenges of the 21st century. Linking educational innovation with scientific progress, this study formed a holistic concept for evaluating and implementing collaborative programs, highlighting risk-based approaches, and emphasizing the systemic mechanism of aligning academic courses with current economic, social, and scientific priorities. The findings will help policymakers, managers, and educators adjust curricula, enhance international cooperation, and address quality monitoring issues. Enhancing productive synergies between domestic and foreign partners, along with strict accreditation standards, can strengthen Kazakhstan’s scientific potential and improve the competitiveness of graduates both domestically and abroad. Conclusions. The study offered an in-depth look at the current and future development of DDPs, positioning Kazakhstan as an emerging center of science-oriented higher education reforms and an important participant in academic processes.