Integration of ethical categories of al-farabi and abai into civic and historical education in kazakhstan: An innovative educational model

Abstract

This study is dedicated to the development and validation of an innovative model of civic and historical education based on the integration of key ethical categories from the Kazakh philosophical tradition. These categories include Qaiyrymdy qala (virtuous society), Tolyq adam (whole person), fazilat (virtue), aqyl (reason), and zhürek (heart). They serve as pedagogically operational foundations for shaping value-based subjectivity. In the context of cultural diversity and increasing global fragmentation, the research offers an alternative to universalist approaches by proposing a rooted philosophical framework capable of bridging the humanitarian tradition and contemporary educational practices. The methodological foundation combines a design-based research approach, philosophical componential analysis, and qualitative methods of pedagogical diagnostics. The model was piloted in three institutional contexts: in the school education system (Nazarbayev Intellectual Schools, NIS), in higher education (Kazakh National Women's Pedagogical University), and in digital learning environments (Moodle platform). Empirical results confirm significant effects in developing ethical reflection, empathy, resistance to manipulation, moral reasoning, and civic responsibility. A comparative analysis with control groups demonstrates the consistent advantage of axiologically rich instruction over conventional content-based approaches. The scientific novelty of the study lies in the pedagogical transformation of philosophical categories into a value-action model applicable across various formats of educational interaction. The practical significance is reflected in the scalability potential of the model, its adaptability to teacher training programs, digital platforms, and policy strategies aimed at humanizing education. In the long term, this model may serve as a foundation for developing a culturally sensitive, morally responsible, and conceptually coherent system of civic education.