Abstract
In today’s market conditions, developing a DEI corporate culture is critical for innovation and employee retention, while traditional training methods are often ineffective. The aim of the study was to evaluate the impact of active teaching practices (role-playing games, facilitation, mini-sessions) on the implementation of DEI principles and sustainable changes in employee behavior. A mixed method was used: quantitative analysis of pre- and post-tests (awareness level, tolerance and inclusive thinking indices, HR metrics) and qualitative analysis of interviews and observations. The series of activities included a two-day training, thematic workshops, facilitation sessions, role-playing cases, and weekly mini-facilitations for a month; the control group did not undergo similar interventions. The assessment was conducted immediately after the course completion, which allowed recording immediate changes. In addition, a qualitative analysis of participant interactions and a comparison of HR metrics confirmed the comprehensiveness of the effect. The experimental group (80 IT, HR, and marketing employees) showed a more than twofold increase in awareness (p < 0.001), an increase in tolerance (from 2.30 to 4.00) and inclusive thinking (from 2.15 to 3.95), a decrease in turnover (from 12 % to 7 %), and an increase in DEI satisfaction (from 3.00 to 4.50). The correlation between awareness and participation in DEI projects was r = 0.65; qualitative data confirmed the independent initiative of employees. The results substantiate «learning by doing» as an effective format for sustainable transformation of organizational culture and provide a basis for adapting DEI training in Kazakhstan. Keywords: Diversity, Equity, Inclusion, KPI, teaching practices, personnel, organizational culture, Kazakhstan.