Abstract
Kazakhstan’s state program Rukhani Zhangyru (2017) aims to shape national mentality through cultural modernization values. However, official value proclamation does not guarantee individual consciousness assimilation, requiring psychological-pedagogical analysis of the interiorization process. Methodology and Methods. An integrated qualitative-quantitative approach was employed, combining questionnaires, semi-structured interviews, and content analysis. The study involved 198 respondents aged 18-50, including university students (n=86), faculty members (n=48), and cultural institution employees (n=64) from diverse Kazakhstan regions. Research was conducted January-July 2025, utilizing methodological triangulation and examining cognitive, affective, and behavioral levels of value assimilation. Results. Analysis revealed 72.2% of respondents demonstrated program awareness, but only 28.4% could reproduce key directions. Visual symbolism was recognized by 54.8%, yet only 17.6% could interpret graphic meanings. At the affective level, 48.3% expressed positive attitudes, with strongest responses to local identity components. The behavioral component proved least pronounced, with only 21.5% expressing readiness to follow promoted values and 17.9% reporting actual participation. Scientific Novelty. This study represents the first comprehensive psychological-pedagogical analysis of value interiorization within the Rukhani Zhangyru program, examining multilevel processes across diverse social groups in Kazakhstan’s cultural modernization context. Practical Significance. Findings provide evidence-based recommendations for educational institutions and policymakers, identifying key psychological-pedagogical conditions including emotional engagement, cultural relevance, dialogic interaction, and activity-based implementation that facilitate effective value transmission and sustainable public consciousness assimilation.