Opportunities for the development of education and science
Humanities and science form the foundation of a nation’s spiritual, cultural, and social development. This field, by studying the history, language, literature, philosophy, mentality, and worldview of human society, opens the way for adaptation to the modern global transformations.
The issues raised by President Kassym-Jomart Tokayev during his meeting with the country’s scholars serve as the basis for a number of strategic initiatives aimed at developing scientific research in Kazakhstan. In this regard, studying effective models and practices from the international academic community is a key prerequisite for raising national science to a new qualitative level. For example, developed countries such as the United Kingdom, Germany, and the United States have advanced practices in the field of humanities education and research — in terms of academic freedom, the use of digital resources, interdisciplinary connections, and the linkage between research outcomes and society. Adapting such international experiences to national characteristics and elevating the humanities in Kazakhstan to a new level is the demand of time. The “500 Scientists” program, initiated by the President, is one of the important measures aimed at strengthening the integration of education and science. Through such programs, researchers not only acquire new knowledge but also establish ties with the international scientific community and implement joint projects.
For instance, at the University of Central Lancashire (Preston, UK), where I completed my internship, the harmonious functioning of research centers and scientific policy can serve as a significant model for the institutional development of science. At this university, researchers enjoy a high level of academic freedom and a strong material and technical base. In addition, there are systematic programs supporting young scientists, providing them with broad opportunities to bring their research projects to the international level. Academic freedom at the University of Central Lancashire is primarily reflected in the autonomy of researchers in choosing their scientific topics and defining their research methodologies.
The university’s humanities-related research is also well-organized, demonstrating clear examples of both academic freedom and financial support. In particular, the School of Humanities, Language and Global Studies carries out research in cultural studies, linguistics, literature, history, philosophy, and international relations. Academic freedom here is based primarily on the relevance of the topic and the researcher’s own scholarly interests, enabling unrestricted research. For example, during my internship, I took part in a research seminar titled “Transcultural Narratives and Identity in Postcolonial Literature.” The participants freely discussed issues of national consciousness and cultural identity in postcolonial literature and had the opportunity to defend their own viewpoints on a scientific basis — a vivid example of supporting creative freedom.
As for the material base, access to modern library resources, digital archives, and linguistic corpora plays a significant role in supporting humanities research. The university provides full access to authoritative international platforms such as the British Library, JSTOR, and Project MUSE. In addition, the Digital Humanities Lab enables digital text analysis and the use of data visualization tools for historical sources.
The university’s multicultural and multilingual environment also enriches the content of humanities research. For example, researchers conduct linguistic experiments and explore intercultural communication with students from various countries. Such academic and pedagogical experience is highly relevant and exemplary for Kazakhstan’s multiethnic and multilingual society.
Taking these experiences into account, revitalizing the field of humanities in Kazakhstan requires establishing close partnerships with foreign universities and aligning scientific independence with technical support. Thus, the practices developed in the international academic environment — particularly in academic freedom, research-supporting infrastructure, interdisciplinary approaches, and the use of digital resources — should serve as a model for domestic science. Leading universities in the UK, the USA, and Germany demonstrate that the humanities can be developed not only through traditional education but also by integrating with society, industry, and technology.
Saule ERZHANOVA,
Professor of Al-Farabi Kazakh National University,
Doctor of Philological Sciences
