Abstract
National strategies have become important instruments for aligning higher education with long-term economic, technological, and social priorities, yet comparative studies often examine governance, funding, quality assurance, and internationalization separately. This study compares the conceptual and legislative foundations, recurring structural elements, and coordination mechanisms of national higher education strategies and identifies potentially relevant lessons for Kazakhstan. Its scientific contribution lies in treating national strategy as an integrated system of goals, instruments, responsibilities, and feedback mechanisms, while its practical value lies in providing comparative evidence for future strategic planning. The study employs a qualitative comparative design combining benchmarking, document analysis, and cross-case synthesis of more than 50 policy and analytical documents from Austria, Germany, India, China, Norway, Finland, Estonia, and South Korea. The findings show convergence in viewing higher education as an instrument of national development, alongside differences in legal codification, governance, and the balance between state steering and institutional autonomy. Despite the absence of a universal model, the strategies display a recurring three-layer architecture and four coordination configurations. The study concludes that strategic effectiveness depends less on adopting individual instruments than on their coordination, compatibility, and capacity for revision. The findings may be useful in future revisions of Kazakhstan’s higher education strategy and its implementation mechanisms. Keywords: higher education strategy, comparative analysis, benchmarking, higher education governance, strategic planning, Kazakhstan.