Abstract
The primary purpose of this paper is to examine the development
of values education in contemporary Kazakhstan. We investigated
educators’ conceptualization of tärbïe, which broadly encompasses
values and social education, in the context of political transition in 10
the nation. While the dimension of tärbïe aims for holistic education,
findings indicated the significance of teachers’ internalized
beliefs and experiences and their responses to socio-political and
ideological shifts in enacting values education. Qualitative analysis
revealed teachers’ fluid conceptualization and practice of values 15
education within three overarching orientations. However, it also
noted teachers’ lack of knowledge or training specific to values
education, which could further exacerbate its enactment.