Education for sustainable development in universities is shaping the agenda in this area, demanding continuous improvement in quality. There is a trend towards integrating sustainability issues and the implementation of sustainable development goals into higher education. Universities responsible for educating SD professionals must teach knowledge and develop skills in line with the SDGs. However, there is insufficient attention to this in educational programs; more often it is implemented through disparate initiatives. The article presents research conducted in universities in the countries of Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan), South Caucasus (Georgia, Armenia) and the European Union (Italy, Bulgaria, Poland). The awareness of students and teachers about the SDGs, the problems of implementing SD were assessed, and ways to solve these problems were analyzed. Countries were divided into clusters for comparative analysis. The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. The article examines the contribution of education to raising students' awareness in the countries studied and their attitudes towards integrating sustainability into the curriculum. The questionnaire showed that the educational intervention significantly influences students’ intention to engage in sustainability. Overall, students demonstrate positive attitudes towards incorporating sustainability issues into their education. The results of a study conducted in higher education institutions in Central Asia, South Caucasus and the European Union showed that students are generally unaware of the sustainable development goals, their information received through the Internet, media and university studies is insignificant, while teachers are better informed. Students and teachers expressed the greatest concern about environmental, social and economic problems. At the same time, students of engineering, technical and medical fields are more informed about the SDGs compared to pedagogical and socio-humanitarian fields. To increase awareness, universities are encouraged to integrate sustainability education into various disciplines, conduct seminars, round tables, promote student participation in projects and research, and promote international cooperation and knowledge sharing.

The study, conducted in higher education institutions in Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan, highlights ongoing changes in approaches to education for sustainable development (ESD) in Central Asian countries. This region, exposed to various challenges such as climate change and environmental problems, has recognized the importance and role of education in achieving sustainable development. The study aims to identify the current level of awareness of students and teachers about the Sustainable Development Goals, as well as to understand how universities in the region are integrating ESD principles into their educational programs.The results show that students generally have limited knowledge about the global sustainable development goals, while teachers have a higher level of awareness. Most students receive information about the sustainable development goals (SDGs) through social media and the Internet, while it is less reflected in the curriculum. However, there is a trend towards changing this situation, in particular in Tajikistan, where curricula are becoming more focused on environmental education.Finally, recommendations for universities include integrating ESD principles into teacher development, developing teaching methods and materials, and strengthening collaboration at the regional and international levels to promote sustainable development goals.

Improving the quality of life of the population is among the main goals of the national policy of the countries of Central Asia. This goal is designated as a priority in the activities of the United Nations (UN) for the period up to 2030. The article considers one of the problems typical for the countries of Central Asia - improving the quality of life in the face of growing environmental problems that affect human health and changes in his environment. The quality of life of the population directly depends on economic growth, which has an impact on climate change, and as a result, negative changes in the quality of the environment. The article reveals the concept of "quality of life", and the main indicators of its assessment. The study presents the results of comparing the indicators of Central Asian countries in terms of the quality of life of the population based on methods that characterize certain aspects of socio-economic and environmental processes. An analysis is made of the dynamics of indicators for assessing the quality of life of the population, as well as the features of environmental safety.

The purpose of the study is to review and identify how social entrepreneurship develops and what factors contribute to it.Methodology. Summarized conceptual debate and assessment of a variety of empirical data for a more integrated understanding of social entrepreneurship. This article aims to clarify the concept of social entrepreneurship and its potential, and the actual relationship to social performance. The assessment of statistical data on the development of entrepreneurship in Kazakhstan, data of the Association of Social Entrepreneurs of Kazakhstan. The signs of the aggregate were formed: the number of social enterprises in Kazakhstan and the influencing factors: demographic group, social group, economic group. Used economic and mathematical tools to determine the dependence of factors. A model of correlation-regression dependence has been built.The originality / value of the study lies in the study and analysis of the state of social entrepreneurship in modern conditions and recommendations for improving the development of social entrepreneurship in Kazakhstan.Findings. In the study using the economic and mathematical apparatus, conclusions were drawn about the influence of factors on the development of social entrepreneurship in Kazakhstan. Social enterprises are highly diversified as they operate across many industries, including financial services, commercial services, agriculture, health care and social services, with different organizational structures and relationships with other commercial and non-profit organizations. This diversification can lead to different information needs, different expectations of stakeholders, as well as different possible metrics for assessing and analyzing the development of social entrepreneurship.

The article analyzes the current issues of integration of renewable energy sources facilities into the Unified Energy System of Kazakhstan, problems and opportunities. Data on the installed capacity and power utilization coefficient of various types of renewable energy sources, such as wind power plants, solar power plants and small hydroelectric power plants, are presented. The problems of uneven generation of renewable energy, including significant seasonal fluctuations, are identified. The prospects for the development of renewable energy in Kazakhstan, including plans to increase capacity through auctions and the implementation of major projects, were considered. Special attention is paid to the tasks related to the balancing of electricity, the development of the national energy network and the introduction of energy storage systems. The importance of modern renewable energy forecasting and dispatching systems for improving the reliability of the country's energy system is also discussed. Based on the analysis, recommendations are proposed to improve the integration of renewable energy sources, which can contribute to the sustainable development of Kazakhstan's energy sector and ensure national energy security.

This study analyses the experience of integrating sustainable development modules into the curricula of two Kazakh universities. Unlike most Western models, the project is adapted to the conditions of a developing country, taking into account limited resources and institutional barriers. Key findings include an increase in students’ knowledge, but a group of “ecological indifference” was identified that requires special pedagogical approaches. Practical difficulties, such as resistance from teachers, and the rigidity of the curriculum reduce the effectiveness of integration. The study offers not only an implementation algorithm, but also a framework for its adaptation in other post-Soviet contexts, filling a gap in the literature on sustainable development for developing regions.