Аннотация
Gender equality in higher education is widely recognized as a key condition for sustainable development and social justice; however, formal parity in access doesnot necessarily translate into equality of opportunities and outcomes. This article examines international experience in promoting gender equality in higher education and analyzes the specific features of the Kazakhstani context. The study employs a mixed-methods review design combining policy analysis and secondary analysis of quantitative data from international and national open sources for the period 2020–2025. Comparative analysis of selected European countries participating in the Bologna Process andKazakhstan reveals common patterns of horizontal and vertical gender segregation, particularly the underrepresentation of women in STEM fields and senior academic positions. While Kazakhstan demonstrates high female participation in higher education and comparatively strong representation of women in academic leadership, structural barriers persist at advanced career stages. The findings highlight the importance of institutionalized gender policies, systematic monitoring, and targeted support measures. Thearticle concludes that strengthening gender-responsive governance in higher education is essential for transforming quantitative achievements into sustainable qualitative progress.