EVALUATING ESG IMPLEMENTATION IN KAZAKHSTAN’S LEADING UNIVERSITIES

This study investigates the implementation of Environmental, Social, and Governance (ESG) principles in Kazakhstan’s higher education sector by focusing on four prominent institutions: L.N. Gumilyov Eurasian National University, Al-Farabi Kazakh National University, Satbayev University, and Nazarbayev University. The purpose of the paper is to evaluate the degree of ESG integration within these institutions and to develop a data-driven framework for assessing institutional ESG maturity. Drawing on national statistical databases, institutional reports, and global sustainability frameworks, the research develops a comparative model for assessing ESG integration through two quantitative diagnostic tools: the Digitalization Index (Ig) and the Gender Pay Equality Index (Iw). These indices reflect the level of digital infrastructure and gender equity in academic employment, respectively. The study employs a mixed-method research design, combining descriptive statistics and index-based benchmarking to measure institutional ESG maturity. Data were gathered from official university sources, the National Bureau of Statistics, the TALDAU education analytics platform, and international databases such as the UNESCO Institute for Statistics (2023). Key indicators include online course availability, access to digital learning management systems (LMS), Wi-Fi coverage, faculty gender composition, and salary equality. Results reveal inter-institutional disparities: while digitalization is more advanced in Nazarbayev University and KazNU, ENU and Satbayev University show relatively stronger gender balance among academic staff. The findings highlight the uneven pace of ESG adoption in Kazakhstani universities and identify specific institutional strengths and development areas. This research contributes to the emerging field of ESG in education by proposing a localized assessment framework applicable in transitional education systems. The proposed indices offer a scalable foundation for further empirical studies and policy dialogue aimed at fostering sustainable governance in higher education.