The development of interethnic relations is considered one of the principal factors underpinning the progressive democratic development of a modern state. Within the context of the Republic of Kazakhstan, interethnic concord, the strengthening of mutual understanding, and the maintenance of ethnocultural diversity constitute foundational principles of state policy. The entire socialization apparatus of Kazakhstani society is oriented toward the ideal of «unity in diversity», fostering a culture of mutual respect, tolerance, and peaceful coexistence among disparate ethnic groups.

The aim of this study is to examine and analyse value orientations in an interethnic context, as well as the level of knowledge concerning the culture, traditions, and customs of respondents’ own ethnic groups within a polyethnic student environment. The research was conducted in accordance with established methodological approaches to sociological surveying and is grounded in both domestic and international literature on interethnic relations, ethnicity, ethnic identity, traditional cultural practices, tolerance, and intolerance.

The research instruments comprised a standardized questionnaire administered in the state (Kazakh) and Russian languages; empirical data were collected via an online survey. The analysis reveals a stable relationship between educational attainment and the degree of knowledge about one’s ethnic culture, traditions, and customs: one quarter of respondents rate their knowledge as excellent, while one half judge it to be good. This positive dynamic manifests across the principal social and ethnic subgroups of the sample. The significance attached to ethnocultural norms and values is likewise high: for approximately one third of participants these norms are of priority importance, and for another half they play a substantial value role. Over fifty percent of respondents indicate a need for regular contact with members of their ethnic group, a need they predominantly satisfy through family ties, communication in their native language, and participation in ethnocultural centres.