Abstract
Kazakhstan has aggressively pursued the internationalization of higher education, evidenced by the strategic Bolashak scholars’ program, adoption of the Bologna Process, and expanded academic mobility. In this paper, we argue that these efforts, while structurally significant, have yielded results that have prioritized institutional outputs over intercultural learning outcomes. To achieve genuine modernization, internationalization must move beyond technical compliance and be grounded in the cultivation of intercultural competence and citizenship. We review the trajectory of Kazakhstan’s educational history, development, and reforms and conclude that current efforts lack the cohesion and theoretical grounding necessary to foster globally engaged, interculturally competent citizenship. We narratively review selected international case studies of higher education institutions that have developed intercultural competence and citizenship programs to develop cross-case themes and practices. Consequently, we suggest a contextualized paradigm for developing intercultural competence within Kazakhstani higher education. We present a series of theoretical, practical, and institutional suggestions tailored for Kazakhstani higher education institutions to consider. Ultimately, intercultural competence in Kazakhstan must begin with a critical exploration of national and local values to engage the global community from a “glocalized,” culturally resonant, and decolonized standpoint.