Developing sustainable development competencies in university students: academic expectations and labor market requirements

In the context of the global labor market transformation caused by technological change and the need to achieve the Sustainable Development Goals (SDGs), developing sustainable development (SD) competencies in university graduates is becoming a key factor in their competitiveness. The aim of the study was to identify and analyze the needs of Kazakhstani employers for SD competencies in graduates of technical and humanities specialties, as well as to assess the level of awareness among the academic and business communities. The empirical base consisted of a questionnaire and interviews with respondents from five cities of Kazakhstan. The results revealed a significant gap between the declarative importance of SD and its operational understanding. Sectoral differences were identified: in the technical sector, systems thinking and strategic foresight are most in demand, while in the humanities, normative and interpersonal competence are in high demand. A deficit in these competencies among graduates was identified. The results underscore the need for targeted integration of SD competencies into educational programs through curriculum updates, the development of project-based learning, and stronger ties with industry.

1 Introduction

Universities worldwide are increasingly expected to contribute to the implementation of the SDGs by equipping graduates with competencies that enable them to navigate complex socio-economic and environmental challenges. The global policy agenda articulated by the United Nations, UNESCO, and allied institutions underscores that higher education systems must actively foster critical thinking, systems reasoning, ethical judgment, and sustainability-oriented decision-making as foundational elements of twenty-first-century professional expertise (Alexankov et al., 2018; Becker, 1964; Bespalyy et al., 2024). Rapid transformations driven by digitalization, industrial restructuring, and environmental pressures further intensify the demand for workforce readiness aligned with sustainability principles and inclusive development priorities (Bespalyy et al., 2021; Bespalyy et al., 2025; Bespalyy et al., 2025).

International research demonstrates that employers across sectors increasingly recognize sustainability competencies—such as stakeholder engagement, environmental awareness, and social responsibility—as essential for organizational resilience, innovation capacity, and long-term value creation (Birdman et al., 2022; Brundiers et al., 2021; Cebrián et al., 2019). This shift is visible not only in advanced economies but also in emerging markets, where industries face structural modernization needs and seek graduates capable of integrating sustainability into operational and strategic practices (Chun, 2024). Higher education institutions (HEIs), therefore, play a pivotal role in bridging the growing expectations of employers and the evolving profile of labor-market demands (Di Battista et al., 2023; Findler et al., 2019).

In Kazakhstan, the national agenda for sustainable development has been reinforced through state programs and policy frameworks intended to promote energy transition, modernization of industrial enterprises, and improvements in environmental governance (Flavian, 2024). However, despite these policy commitments, relatively little empirical research has examined how employers in different sectors of Kazakhstan perceive sustainability-related competencies and how these expectations align with university curricula. Existing national studies tend to focus on macro-level policy implementation or conceptual frameworks for education for sustainable development (ESD), leaving a gap regarding employer perceptions across industrial, technological, and service sectors (Heldal et al., 2024; Horikoshi, 2023; International Labour Organization (ILO), 2023). Recent contributions highlight the need for more robust monitoring tools and indicators to evaluate the integration of SDGs into educational practices in Kazakhstan, yet empirical evidence on labor-market expectations remains scarce (Jacques et al., 2023).

A critical methodological decision in this study concerned the selection of sustainability-related competencies included in the analytical framework. The competencies analyzed here were derived from internationally recognized ESD frameworks elaborated by UNESCO, emphasizing negotiation skills, ethical decision-making, anticipatory thinking, strategic planning, and collaborative problem-solving as central elements of sustainability-oriented education (Jelonek and Urbaniec, 2019; Lambrechts and Van Liedekerke, 2014; Kioupii and Voulvoulis, (2022); Li et al., 2025). These competencies are also widely validated in contemporary research, which highlights the increasing importance of integrated ethical reasoning, adaptability, and digital-era skills in sustainability-driven professional environments (AlDhaen, 2023; AlDhaen, 2025). Therefore, the competency framework employed in this study is grounded in established theoretical foundations and supported by extensive evidence regarding its relevance for employers operating in diverse socio-economic sectors.

To address this gap, the present study investigates employer perspectives on sustainability-related competencies that university graduates in Kazakhstan should possess. The research aims to identify priority competencies across sectors, analyze alignment between employer expectations and current educational practices, and explore perceived barriers to integrating sustainability competencies into professional contexts. Methodologically, the study draws on a mixed qualitative design involving semi-structured interviews and targeted surveys with representatives from diverse enterprises, ensuring a comprehensive understanding of sector-specific needs. The findings contribute to the emerging discourse on ESD in post-Soviet and Central Asian contexts and provide insights that may support curriculum reform, strategic planning in HEIs, and national policy development. By situating employer perceptions within the broader international and regional landscape, the study advances the understanding of how sustainability competencies are conceptualized, demanded, and potentially integrated within Kazakhstan’s higher education system (Jelonek and Urbaniec, 2019; Lambrechts and Van Liedekerke, 2014).

1.1 Literature review

The evolution of sustainability competencies in higher education has been shaped by a growing body of international literature emphasizing the complexity and multidimensionality of skills required for sustainable development. Foundational theoretical models developed by UNESCO, Wiek, Redman, and other scholars conceptualize sustainability competencies as a constellation of cognitive, interpersonal, and intrapersonal dimensions—encompassing systems thinking, anticipatory abilities, normative reasoning, and strategic action (Kioupii and Voulvoulis, (2022); Li et al., 2025; Nokkala et al., 2024). These frameworks provide a basis for aligning educational outcomes with the transformative ambitions of the SDGs, particularly in contexts where HEIs serve as drivers of socio-economic modernization.

Global research further highlights that sustainability-oriented competencies are increasingly embedded within professional requirements across diverse sectors, including manufacturing, technology, energy, and public administration (OECD, 2023). Studies by the OECD, ILO, and World Economic Forum show that employers value competencies related not only to environmental literacy but also to digital adaptability, problem-solving, and cross-sector collaboration, particularly under conditions of evolving labor-market volatility and technological disruption (Schultz, 1971; Shelomentseva et al., 2017; UNDP Kazakhstan, 2023). Such evidence underscores the need for interdisciplinary and practice-oriented pedagogical approaches capable of linking sustainability knowledge with real-world professional tasks.

Pedagogical research points to a variety of instructional innovations supporting the development of sustainability competencies, including project-based learning, experiential methodologies, multi-stakeholder collaborations, and transdisciplinary course design (UNESCO, 2020). However, despite the methodological diversity, scholars consistently identify barriers limiting the effective implementation of ESD within universities. These barriers include lack of institutional support, insufficient faculty preparedness, fragmentation of sustainability content across courses, and limited mechanisms for monitoring competency development (United Nations, 2022; Van der Waal et al., 2021).

Recent studies also expand the understanding of sustainability competencies by emphasizing negotiation skills, ethical reasoning, decision-making, and the integration of digital-age capabilities into sustainability-oriented educational models. AlDhaen (2023) highlights that competencies for the digital era increasingly overlap with ESD-related skills, particularly in contexts that require adaptive learning, collaborative problem-solving, and ethical judgment (AlDhaen, 2023). In parallel, AlDhaen (2025) demonstrates that ethical integration and sustainability competencies are becoming institutionalized through accreditation standards, such as AACSB, reinforcing their relevance for contemporary business and management education (AlDhaen, 2025).

Within post-Soviet and emerging-market contexts, recent studies demonstrate additional challenges, such as resource constraints, uneven regulatory environments, and limited integration between universities and industry partners (Wang et al., 2022). In Kazakhstan specifically, the research landscape remains underdeveloped, with only a few studies systematically examining the intersection of SDGs, higher education, and employer expectations. Notably, recent advances in national scholarship include the development of monitoring indicators for assessing SDG integration in education, demonstrating increasing methodological rigor in the field (Wiek et al., 2015).

Taken together, the literature reveals several critical gaps: insufficient empirical evidence about employer expectations regarding sustainability competencies; limited analysis of cross-sector variability within national contexts; and a need for deeper alignment between educational strategies and labor-market demands. This study addresses these gaps by providing an evidence-based examination of employer perceptions in Kazakhstan, contributing both to the regional knowledge base and to the broader international discourse on sustainability-oriented workforce development.

2 Methodology

The study is based on an integrated approach, combining quantitative and qualitative methods to ensure the completeness and reliability of the data. Empirical data was collected in 2025 in five of Kazakhstan’s largest cities (Astana, Almaty, Pavlodar, Ust-Kamenogorsk, and Karaganda), selected as key industrial, economic, and educational centers to ensure a representative sample.

All interview transcripts were fully anonymized prior to analysis. Any details that could directly or indirectly identify a specific individual or enterprise (including unique positions, city–industry combinations, or organizational characteristics) were removed or generalized. Quotations used in the article represent synthesized categories rather than verbatim identifiers.

The sample (n = 200) was purposefully recruited and included two groups of respondents: (1) Human Resources (HR) managers and company executives from various economic sectors (n = 120); (2) university faculty and program directors (n = 80). Respondents were selected through a network of partner universities and business associations using the snowball sampling method. The instrument included a proprietary survey system that underwent multi-stage validation, including expert review, pilot testing (n = 30), and reliability testing using Cronbach’s alpha (0.87–0.92).

Research Design and Chronology. The study was conducted in three consecutive phases from January to May 2025. The preparatory phase (January) involved a comprehensive review of international ESD competency frameworks to develop the initial survey and interview guide. The pilot phase (February) aimed at testing and refining the research instruments. A pilot survey was administered to 30 respondents (15 employers, 15 academics) selected via convenience sampling from the researchers’ professional networks in Pavlodar. The pilot interview guide was tested in five preliminary interviews. Feedback from this phase led to the simplification of terminology, clarification of competency descriptions, and adjustment of Likert-scale anchors to better fit the local context. The main data collection phase (March–April) involved the full-scale implementation of validated tools across all five cities.

Sampling Strategy and Representativeness. The sampling strategy was designed to ensure representation across key dimensions: sector (technical vs. humanities), company size (Small and Medium-sized Enterprises (SMEs) vs. large enterprises), and region (metropolitan vs. industrial hubs). A purposive sampling technique was initially used to recruit respondents through official channels of partner universities and chambers of commerce, ensuring access to decision-makers (HR directors, deans). This was supplemented by the snowball method, where initial participants recommended other qualified professionals, which helped to reach respondents in sectors with lower formal engagement with academia. The final sample (n = 200) provides a representative cross-section of Kazakhstan’s major economic centers, which collectively account for over 60% of the country’s Gross Domestic Product (GDP) and host the majority of its leading universities. While not statistically representative of all employers nationwide, the sample ensures informational representativeness, capturing the diversity of perspectives from key stakeholders influencing graduate employability.

Defining Limitations. Several limitations should be considered when interpreting the findings. First, the study’s focus on five major cities means that perspectives from rural areas and mono-industrial towns may not be fully captured. Second, the employer sample may have a self-selection bias toward organizations already somewhat engaged with sustainability or human development agendas. Third, the study captures a snapshot in time; the dynamic nature of labor market demands, especially in a transitioning economy like Kazakhstan’s, implies that these perceptions may evolve rapidly. Finally, the assessment of graduate competency levels relies on employer perceptions rather than objective testing, which may introduce subjective bias. These limitations highlight avenues for future research but do not undermine the validity of the core findings regarding the identified gap and sectoral differences.

The questionnaire consisted of four sections: sociodemographic data; awareness of the SDGs; assessment of the importance of SDG competencies in hiring; and assessment of the deficiency of these competencies among graduates.

The qualitative component included in-depth interviews using a semi-structured guide (n = 25). Interviewee selection ensured representativeness across industry and regional categories. The guide focused on hiring practices, implementation barriers, and expectations for graduates. Quantitative data were processed using descriptive statistics, comparative (Student’s t-test, χ²), correlation, and factor analysis in SPSS 27. Qualitative analysis of interview transcripts was performed using thematic analysis with coding by two independent researchers (Cohen’s α-coding coefficient, 0.78). The study adhered to international ethical standards, ensuring confidentiality and voluntary informed consent of the participants.

3 Result

The findings of the study reveal a marked discrepancy between the generally high awareness of sustainable development principles and the limited practical understanding of specific sustainability-related competencies among both employers and academics. Although 78.3% of employers reported familiarity with the SDGs, only 34.2% were able to correctly identify at least three sustainability competencies from the list provided. Statistical analysis confirmed a significant gap between these indicators (χ² = 48.76, p < 0.001). This suggests that many employers tend to perceive sustainable development as an abstract concept rather than as a set of measurable and operational skills relevant to hiring and organizational performance.

Awareness was considerably higher in the academic sector, 92.1% of faculty members indicated familiarity with the SDGs, yet only 41.3% could link these principles to concrete learning outcomes or assessment methods. As one academic respondent noted, “there remains a considerable gap between the theoretical understanding of sustainability and the practical ability to integrate it into disciplinary teaching. We require clearer methodological tools to support implementation.”

3.1 Insights from qualitative interviews

The qualitative interviews provided further explanation for the observed discrepancies. A respondent from the industrial sector remarked:

“We understand the principles of sustainability at a conceptual level, but when hiring specialists, our primary focus is on their ability to optimize processes and reduce inefficiencies. Over time, it becomes clear that these abilities are essentially elements of sustainability.”

Another participant from the information technology sector emphasized the growing importance of ethical and social competences in technical professions:

“Professionals today need not only strong technical skills but also the ability to assess the broader social implications of technological decisions. We look for specialists who understand the ethical dimensions of algorithms and can ensure fairness and transparency in digital systems.”

Respondents working in human resource management highlighted the increasing relevance of interpersonal and intercultural skills:

“The ability to work effectively in diverse teams, taking into account cultural and generational differences, has become fundamental. Emotional intelligence and intercultural communication are essential for meaningful engagement with stakeholders.”

Environmental and resource-related challenges were particularly salient for respondents from industrial regions. One participant from the technical sector commented:

“For us, sustainability is not an abstract concept but a practical tool that helps reduce environmental pressures and improve efficiency. Graduates need to understand product life cycles, calculate carbon footprints, and design solutions that minimize environmental impacts.”

3.2 Sectoral differences in competency expectations

The quantitative data (Table 1) indicated notable sectoral variations in perceptions of the importance of specific competencies. Respondents from technical fields assigned the highest importance to systems thinking (t(118) = 2.45, p < 0.05) and strategic foresight (t(118) = 2.89, p < 0.01), reflecting the need to manage complex technological systems and anticipate long-term implications. As one engineer stated,

Table 1

Table 1. Comparative analysis of the importance of competencies by industry.

“Modern technologies require a holistic perspective that incorporates environmental and social considerations throughout the entire product life cycle.”

In contrast, respondents from the humanities emphasized normative competence and interpersonal skills. As one participant from this sector noted,

“Graduates in the humanities must possess strong ethical reasoning abilities and be able to make decisions that consider the perspectives of multiple stakeholders, supported by well-developed intercultural communication skills.”

3.3 Deficiencies in graduate competencies

The study confirmed the presence of significant gaps in the development of sustainability competencies among recent graduates (Table 2). The most pronounced deficits were observed in strategic foresight (2.23 ± 0.41) and systems thinking (2.67 ± 0.38), suggesting insufficient emphasis on future-oriented and integrative learning in current university programs. Adaptability was the most developed competency (3.45 ± 0.35) and showed a strong correlation with digital literacy (r = 0.67, p < 0.01).

Table 2

Table 2. Assessment of the level of development of competencies among graduates.

Employers frequently reported that graduates struggle to apply their theoretical knowledge in real-world contexts. As one respondent involved in personnel selection explained,

“Young professionals possess theoretical knowledge but often lack experience applying it under conditions of uncertainty. They struggle with systems analysis and with assessing the long-term consequences of their decisions.”

3.4 Regional variations

Regional differences were statistically significant (F(4,195) = 3.89, p < 0.01). In the country’s major business and administrative hubs, expectations regarding sustainability competencies were more explicit and aligned with international ESG standards. A respondent from the consulting sector noted:

“We expect graduates to have at least basic familiarity with ESG standards, an understanding of corporate sustainability, and awareness of the fundamentals of sustainability reporting.”

In contrast, respondents from industrial regions prioritized competencies related to environmental management and operational efficiency. As one participant from the industrial sector emphasized,

“Our main focus is on resource efficiency, environmental protection, and the economic understanding of green technologies.”

Employers in large business centers were also more willing to invest in internships and training programs, whereas regional industries tended to expect graduates to be job-ready without substantial additional training.

Thematic analysis of interview data revealed three recurring patterns:

1. Recognition–implementation gap. Employers acknowledge the relevance of sustainability but lack practical tools to incorporate corresponding competencies into hiring and evaluation.

2. Implicit rather than explicit demand. Expectations related to sustainability are frequently embedded within broader requirements for soft skills rather than articulated as distinct competencies. As one HR development specialist remarked,

“We do not hire for ‘sustainability positions,’ but we expect sustainability principles to be integrated across all roles.”

1. Call for stronger university–industry collaboration. Respondents consistently emphasized the need for joint curriculum development, practice-oriented learning, and structured internships.

3.5 Statistical validation

Correlation analysis revealed robust associations between digital literacy and adaptability (r = 0.67, p < 0.01), and between intercultural experience and interpersonal competence (r = 0.59, p < 0.05). Factor analysis confirmed the internal consistency of the survey instrument, with Cronbach’s alpha values ranging from 0.87 to 0.92 across scales.

Overall, the results demonstrate both a clear and structured demand for sustainability competencies in the Kazakhstani labor market and a substantial deficit in their development among graduates. The findings highlight the need for differentiated, practice-oriented approaches in higher education, accounting for sectoral and regional variations and promoting closer cooperation between universities and employers.

4 Discussion

Interpretation of findings through the conceptual model. Based on the empirical findings of this study, we propose a conceptual model (Figure 1) to visualize the dynamic interplay between universities, employers, and the ecosystem of sustainability competencies. The model aims to clarify areas of convergence and divergence, providing a framework for strategic alignment.

Figure 1

Figure 1. A conceptual model of the stakeholder-based competency interface for sustainable development.

The model posits that the integration of sustainability competencies into the graduate profile is not a linear transfer from education to employment, but a dynamic negotiation within a shared “Competency Interface.” This interface is structured by the differing but overlapping priorities of its two key stakeholders: Universities (focusing on competency development) and the Labor Market (focusing on competency demand and application). An analysis of our empirical data allows us to map specific competencies onto this interface, revealing three distinct conceptual spaces that define the current state of alignment and misalignment.

The model visualizes the alignment process between higher education institutions and the labor market. The central “Competency Interface” is divided into three areas derived from the study’s findings: (1) Convergent Demand—competencies explicitly valued by both stakeholders (e.g., Adaptability, Intercultural Communication); (2) Employer-Led Priority—competencies highly demanded by employers but perceived as underdeveloped in graduates (e.g., Systems Thinking, Strategic Foresight); (3) Academic Emphasis—competencies cultivated by HEIs but not explicitly articulated in employers’ recruitment language (e.g., Normative Competence). The model suggests that strategic collaboration should aim to expand the convergent area through dialogue, translate academic competencies into practical business value, and address priority gaps through innovative, practice-oriented pedagogy.

The proposed model (Figure 1) provides a diagnostic framework to interpret the core findings of this study. Specifically, the identified gap between declarative awareness (78.3% of employers familiar with SDGs) and operational understanding (only 34.2% able to identify specific competencies) manifests in the model as competencies residing primarily in the Employer-Led Priority and Academic Emphasis zones, rather than in the shared Convergent Demand zone. For instance, the high valuation of Systems Thinking and Strategic Foresight by technical employers, coupled with their significant deficiency among graduates (Table 2), clearly positions these competencies in the Employer-Led Priority zone, indicating a critical area for curricular innovation. Conversely, Normative Competence, while cultivated in humanities programs, remains in the Academic Emphasis zone, as employers often describe it implicitly through terms like ‘professional ethics’ rather than explicitly demanding it.

Against this diagnostic backdrop, the findings reveal that employers in Kazakhstan demonstrate a growing awareness of the importance of sustainability-related competencies among university graduates, aligning with global trends documented in recent literature. Participants emphasized competencies such as ethical decision-making, collaboration, systems thinking, and adaptability to complex socio-technical environments—competencies that correspond closely to UNESCO’s ESD frameworks and widely accepted international models of sustainability education (Kioupii and Voulvoulis, (2022); Li et al., 2025; Nokkala et al., 2024; OECD, 2023; Schultz, 1971). This alignment suggests that the evolving expectations of employers in Kazakhstan are consistent with global shifts in labor-market demand toward holistic, cross-disciplinary, and ethically grounded skill sets.

A key contribution of this study lies in identifying how employers conceptualize sustainability competencies not merely as environmental awareness, but as an integrated set of professional attributes that support strategic planning, risk assessment, negotiation, and team-based problem solving. These insights echo earlier research showing that sustainability competencies increasingly intersect with digital literacy, innovation capacity, and ethical reasoning in contemporary workplace environments (Shelomentseva et al., 2017; UNDP Kazakhstan, 2023; UNESCO, 2020; AlDhaen, 2023; AlDhaen, 2025). Notably, employers highlighted the relevance of communication skills, negotiation, and collaborative decision-making—competencies also emphasized in international studies as essential for transitioning organizations toward more sustainable business models. This finding reinforces the argument that sustainability competencies must be understood as multi-dimensional and deeply embedded within everyday professional practices.

At the same time, the results illustrate persistent gaps between employer expectations and current university curricula in Kazakhstan. While national strategies underscore the importance of integrating sustainability into higher education, many employers perceived that graduates often lack applied experience and practical exposure to sustainability-oriented tasks. These observations are consistent with global studies indicating that universities frequently struggle to operationalize sustainability competencies beyond theoretical instruction, owing to fragmented curricula, insufficient faculty expertise, and limited opportunities for experiential learning (United Nations, 2022; Van der Waal et al., 2021). The feedback from respondents in this study suggests that similar challenges are present within Kazakhstan’s higher education system, where sustainability is increasingly recognized as a priority, yet remains unevenly embedded across programs and disciplines.

The study also extends existing regional literature by demonstrating sector-specific differences in competency expectations. Employers in industrial sectors tended to prioritize strategic planning, environmental risk assessment, and systems thinking; organizations in the digital and IT sectors emphasized adaptability, ethical decision-making, and innovation; while service-sector employers highlighted communication, negotiation, and stakeholder engagement. Such differentiation corresponds with evidence from OECD and ILO reports, which indicate that sustainability-related labor-market needs vary significantly across industries and national economies (OECD, 2023; Schultz, 1971; Shelomentseva et al., 2017; UNDP Kazakhstan, 2023). Recognizing these differences is crucial for designing responsive educational programs that address the nuanced expectations of employers operating in diverse economic contexts.

From a policy and institutional perspective, the findings underscore the need for more structured collaboration between universities and industry partners in Kazakhstan. Employers expressed interest in co-developing sustainability-related modules, participating in curriculum design, and expanding opportunities for student internships and project-based learning-approaches that are widely recognized as effective for embedding sustainability competencies into higher education (UNESCO, 2020; Wang et al., 2022). Strengthening these partnerships can help universities translate sustainability goals into concrete pedagogical practices while enhancing the relevance and employability of graduates.

Despite its contributions, the study has several limitations that should be acknowledged. First, the research relied on qualitative data from a limited number of organizations, which may restrict the generalizability of findings. Second, although the analysis included representatives from multiple sectors, the sample size within each sector was not large enough to capture the full diversity of employer perspectives. Future research would benefit from larger, multi-method studies combining surveys, interviews, and case studies to examine cross-sectoral expectations more comprehensively. Additionally, longitudinal research could shed light on how employer expectations evolve as Kazakhstan continues its energy transition, digital transformation, and educational modernization.

Overall, the findings highlight a clear and growing demand for sustainability-oriented competencies across Kazakhstan’s labor market. By aligning curricular reforms with evidence-based international frameworks and fostering stronger collaboration between HEIs and employers, Kazakhstan’s higher education system can advance its contribution to national sustainable development priorities and better prepare graduates for the complex challenges of the twenty-first century.

5 Conclusion

This study analyzed the alignment between employer expectations and the academic community in Kazakhstan regarding SD competencies in university graduates. The results revealed a significant gap between the declarative acknowledgment of the importance of sustainability and the practical level of graduates’ SD competencies. Sectoral differences were identified. In technical fields, systems thinking and strategic foresight are most in demand, while in the humanities, normative and interpersonal competencies are highly valued. Significant deficits in these competencies among graduates highlight the need for targeted integration of SD competencies into curricula through curriculum updates, project-based learning, and stronger university-industry collaboration.

The key findings of the study indicate that the successful development of SD competencies requires strategic leadership by universities, integration of disciplinary and interdisciplinary approaches, and active engagement with employers. The main barriers include a lack of practical tools for applying theoretical knowledge, insufficient faculty preparation, and fragmentation of sustainability content across programs. Addressing these gaps requires a comprehensive approach combining methodological innovations, project-based practices, internships, and monitoring and evaluation of competency development outcomes.

The development of institutional policies and procedures to support the integration of SD competencies in universities involves the establishment of a governance framework that defines objectives, priorities, and responsibilities of departments, formalization of procedures for implementing educational modules with methodological guidance for faculty, tools for assessing competency acquisition, and feedback mechanisms, introduction of incentive systems for staff actively engaged in promoting the SDGs, and creation of a monitoring and reporting system to evaluate progress, adjust policies, and disseminate best practices.

In conclusion, the implementation of SD competencies in Kazakhstan’s universities requires a synergy of strategic leadership, institutionalized policies, practice-oriented educational approaches, and continuous collaboration with employers. The findings of this study can provide a foundation for developing practical recommendations for curriculum enhancement and university management practices, ensuring graduates are better aligned with the evolving demands of the modern labor market.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Ethics statement

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

Author contributions

SB: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. YB: Conceptualization, Formal analysis, Investigation, Resources, Software, Validation, Visualization, Writing – original draft.

Funding

The author(s) declared that financial support was received for this work and/or its publication. This research was carried out within the framework of the grant project АР19677552 «Development and integration of modules on sustainable development into specialized educational disciplines at universities», funded by the Ministry of Science and Higher Education of the Republic of Kazakhstan.

Conflict of interest

The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Generative AI statement

The author(s) declared that Generative AI was not used in the creation of this manuscript.

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