The role of higher education in supporting academically gifted students as identified by gifted schools in Kazakhstan

Zhakanbayev, Didar (2026) The role of higher education in supporting academically gifted students as identified by gifted schools in Kazakhstan. PhD thesis, University of Glasgow.

Abstract

Despite the extensive body of research dedicated to gifted education in primary and secondary schooling, the lived experiences and support structures for academically gifted students (AGS) in higher education remain significantly under-researched. This qualitative case study explored the institutional, academic, and leadership support mechanisms provided to AGS at a prominent university in Kazakhstan. The study was framed by the central research question: 'How does a higher education institution support academically gifted students?' To enable a comprehensive, multi-perspective understanding, data were gathered through focus group discussions with 13 AGS and semi-structured interviews with five university faculty members and three executive board members. This was supplemented by a rigorous document analysis of 16 internal university policies. Data were analysed using thematic analysis, which revealed a pressing need for formalised institutional policies that explicitly recognise and define giftedness within the university context. A significant finding was the evolution of faculty roles. The university teachers' professional identities appear to have transitioned from traditional pedagogical instruction toward a more holistic model of mentorship and emotional support. However, the research also identified critical barriers to student growth, including financial pressures, academic perfectionism, and the weight of heightened societal expectations, all of which adversely impact AGS wellbeing. Conversely, the university's co-curricular and extracurricular programmes emerged as vital, transformative platforms for cultivating essential leadership development and skills. While the results suggest that elements of a holistic support framework are present, the study underscores the necessity for specialised professional development for teacher and a more integrated policy approach. This research contributes a multi-stakeholder perspective (academically gifted students, university teaching staff, executive board members) to the field, offering insights into how universities can better sustain the academic and leadership potential of AGS in adult learning environments.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Additional Information: Supported by the ‘Bolashaq’ scholarship, funded by the Government of Kazakhstan.
• Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education; L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Funder's Name: Government of Kazakhstan
• Supervisor's Name: Livingston, Professor Kay and Sutherland, Professor Margaret
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86280
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 29 Oct 2026 10:21
• Last Modified: 29 Oct 2026 10:24
• Thesis DOI: 10.5525/gla.thesis.86280
• URI: https://theses.gla.ac.uk/id/eprint/86280