Abstract
Kazakhstan’s rapid digital transformation has intensified the demand for digital skills, yet the country’s education system continues to lag behind evolving labor market requirements, resulting in persistent vertical and horizontal mismatches. This study addresses the gap by developing a conceptual model to evaluate the alignment between educational outputs and employer needs across qualification levels, fields of study, and digital competencies. The model draws on national education supply data, labor demand trends, and feedback mechanisms, including public–private partnerships and lifelong learning initiatives. Its application reveals substantial skill mismatches in both technical and non-technical disciplines, with particularly acute gaps in ICT-related and hybrid digital roles, as well as marked regional disparities. The findings suggest that incorporating employer feedback and promoting curriculum adaptability are critical to reducing these mismatches. The study concludes that strategic reforms such as embedding digital competencies into formal education, strengthening multi-stakeholder collaboration, and tailoring educational approaches to regional labor market dynamics are essential for closing the skills gap. This research offers a practical framework for diagnosing systemic misalignment and supports evidence-based policymaking aimed at developing a workforce prepared for the demands of a digital economy.