Comparing Volunteer Service Education in Universities of China and Kazakhstan: Cultural Foundations, Institutional Mechanisms, Curriculum Integration

Abstract

Volunteer service education is increasingly recognised as a key pathway for cultivating socially responsible undergraduates with global perspectives. This study compares university-based volunteer service education in China and Kazakhstan, focusing on cultural foundations, institutional mechanisms, curriculum integration, and educational outcomes. Drawing on document analysis and faculty surveys from six universities (n = 144), the findings show that China operates a centralised, policy-driven model closely aligned with ideological education, while Kazakhstan adopts a hybrid approach shaped by traditional asar mutual-aid values and international cooperation. China demonstrates stronger institutional frameworks and curriculum integration; Kazakhstan emphasises affective engagement and global partnerships. Despite these differences, both systems face common challenges such as limited resources, weak evaluation mechanisms, and short project durations. The study contributes to institutional isomorphism and service-learning theories by illustrating how local traditions, national priorities, and global norms intersect in shaping civic education. Practical recommendations are provided to strengthen policy support, curriculum integration, and cross-border collaboration.

Keywords: Volunteer service education, service-learning, institutional isomorphism, cross-cultural comparison, China and Kazakhstan.