Abstract
The globalization of education has intensified the desire of ethnic communities to preserve and develop their spiritual values, with national schools playing a key role in this transformation. In Kazakhstan, significant efforts have been made since independence to revive and develop the Kazakh national school. The expansion of schools with Kazakh as the language of instruction, along with the integration of Kazakh traditions and values into state education standards, reflects these efforts. However, early attempts to reform the school system based on Kazakh folk pedagogy faced challenges due to insufficient didactic integration. While folk pedagogy has been recognized as a fundamental educational principle, its application in the learning process remained limited. This study aims to analyze the didactic potential of Kazakh ethnopedagogy in modern high school education. The research identifies a gap in the systematic study of Kazakh ethnodidactics within Russian pedagogical science, which has hindered its structured application. The findings highlight that implementing pedagogical conditions for incorporating ethnodidactic principles significantly enhances students’ subject knowledge, skills, and ethno-cultural competencies. The study’s implications suggest that a more comprehensive approach to integrating ethnopedagogy into the curriculum can contribute to a culturally enriched and effective educational system in Kazakhstan.