From <i>Tolyk Adam</i> to <i>Adal Azamat</i> : a conceptual framework for values-based education in Kazakhstan's Bilim Innovation Lyceums

Purpose To present and analyze the conceptual framework for Values-Based Education (VBE) implemented in Kazakhstan’s high-performing Bilim Innovation Lyceums (BIL), positioning it as a culturally responsive model for character education in a post-Soviet context. Design/methodology/approach This conceptual paper undertakes a documentary analysis of the BIL VBE framework, contextualizing it within global character education literature and Kazakhstan's unique socio-political landscape. It contrasts the framework's localized approach with prominent Western models, such as that of the Jubilee Centre, to highlight its distinctive features. Findings The BIL framework is a syncretic model that integrates indigenous Kazakh philosophies (Abai Kunanbayev's Tolyk Adam) with globally recognized psychological theories (e.g. CASEL's SEL). It functions as a holistic, whole-school ecosystem to foster responsible citizenship (Adal Azamat). While the framework underpins the network's renowned success, its implementation within an elite school system creates a “policy paradox”, raising critical questions about equity and social stratification. Research limitations/implications As a conceptual paper, it relies on framework documents and existing literature. It calls for future empirical research to validate the causal links between the framework's components and the observed success of BIL students. Practical implications The framework offers a transferable model for educators and policymakers in Kazakhstan and other nations seeking to develop culturally authentic and effective character education systems. Social implications The paper highlights how localized character education can be a distinct tool for national identity formation and the cultivation of civic virtues in a globalized world. Originality/value This paper provides the first in-depth, critical analysis of the BIL VBE framework in English-language literature. It contributes a nuanced case study of a non-Western character education model, examining the tensions between its pedagogical ideals and its role in a stratified society.