Abstract
This paper explores the concept of education for sustainable development (ESD) in educational policy in Kazakhstan by employing a qualitative content analysis of the national and institutional level policy documents. The review of national and institutional policies reveals a fragmented integration of ESD principles, with only partial inclusion of elements such as active citizenship, lifelong learning, healthy lifestyles, and student government. As such, despite Kazakhstan’s active promotion of UN SDGs at the national level from different perspectives, the country seems to be overlooking a wholesome approach of integrating the concept of sustainability through education, particularly at the university level. This finding resonates with international discourse highlighting that sustainability and ESD concepts are still evolving. Kazakhstan's case reflects the need for a more comprehensive and systematic approach to ESD implementation. Further exploration is needed to understand how ESD is reflected in practice.