Abstract
This study examines the potential of the Abai Digital Corpus to foster national identity and moral development among secondary and university students in Kazakhstan. Drawing on the culturally and ethically rich texts of Abai Kunanbayev, the research integrates corpus linguistics methods with a classroom-based pedagogical intervention. The study identifies and analyzes key concepts such as namys (honor), aqyl (intellect), zhurek (heart), and iman (faith), which are foundational to Abai's philosophy of the tolyq adam (complete person). These values were embedded into interactive, task-based learning modules designed to stimulate ethical reflection, cultural engagement, and critical thinking. The methodology included triangulated data collection through pre-and post-task surveys, participant reflections, and classroom observation. Using AntConc software, the corpus analysis revealed meaningful patterns in students' engagement with moral terms and their associations. The findings suggest that a corpus-informed approach not only improves students' digital and linguistic skills but also deepens their connection to national heritage and identity. Moreover, this study underscores the relevance of Abai's thought in contemporary education and offers a scalable model for integrating digital humanities tools into value-based education. It aligns with Kazakhstan's Rukhani Zhangyru initiative, emphasizing cultural modernization through education. Recommendations for future research include extending the age range of participants and incorporating longitudinal analysis to assess the sustained impact of such interventions.