Critical Review of Duisekina & Ashinova (2020): China-Kazakhstan Education Cooperation Under the Belt and Road Initiative

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Introduction

The article China-Kazakhstan: Cooperation and Innovation in Education as Part of the Belt and Road Initiative by Duisekina and Ashinova (2020) examines how China’s educational engagement with Kazakhstan has evolved within the framework of the Belt and Road Initiative (BRI). The authors argue that education plays a vital role in enhancing bilateral relations, fostering economic cooperation, and promoting cultural exchange. By highlighting student mobility, academic collaborations, and language training programs, the study provides insights into how China leverages education as a soft power tool. The article is relevant to contemporary discussions on higher education diplomacy and offers a compelling case study on China’s influence in Central Asia. However, while the research is well-structured and provides useful data, there are limitations in its theoretical depth, methodology, and scope, which require further examination.

A screenshot of the journal article by Duisekina and Ashinova

Summary of Key Points

Duisekina and Ashinova outline three main areas where China’s educational initiatives have influenced Kazakhstan: student exchanges, Confucius Institutes, and economic integration through education. The authors highlight the increasing number of Kazakh students pursuing higher education in China, emphasizing how scholarships and exchange programs have contributed to cross-cultural engagement and professional networking.

The article discusses the role of Confucius Institutes in promoting Mandarin language learning and cultural diplomacy, helping Kazakh students and professionals integrate into China’s academic and business environments. Additionally, the study highlights how educational cooperation aligns with China’s economic initiatives, particularly through joint research programs and skills development in industries linked to BRI projects. By connecting education with economic strategies, China ensures that Kazakh graduates can contribute to industries that support both countries' interests.

Finally, the authors acknowledge some challenges, such as potential academic dependency on China, language barriers, and the need for Kazakhstan to maintain a balanced approach in its international educational partnerships. The study suggests that while China’s influence is growing, Kazakhstan should also diversify its academic collaborations to protect its educational autonomy.

Critical Analysis

The article provides a comprehensive and well-organized discussion on China-Kazakhstan education cooperation. Its strength lies in its empirical analysis, particularly in demonstrating how China integrates educational diplomacy into broader economic and political strategies. The authors successfully illustrate how higher education supports economic collaboration, reinforcing China’s long-term engagement in Central Asia. The discussion on Confucius Institutes is particularly valuable, as it highlights the cultural dimension of China’s soft power, which is often overlooked in economic-focused BRI discussions.

However, the study has several limitations. First, the theoretical framework is not well-developed. While the authors discuss soft power, they do not engage deeply with key scholars such as Joseph Nye (1990, 2004), whose concept of soft power is central to understanding how education influences diplomacy. A more robust engagement with international relations theories—such as constructivism or public diplomacy frameworks—could have strengthened the analysis.

Second, the methodology lacks clarity. The article does not specify whether the findings are based on quantitative data (e.g., surveys, statistical analysis) or qualitative research (e.g., interviews, case studies). This makes it difficult to assess the reliability of the conclusions. Without a clear methodological approach, the study remains largely descriptive rather than analytical.

Another limitation is the lack of comparative analysis. While the article provides a strong case for China-Kazakhstan education cooperation, it does not compare Kazakhstan’s experience with other BRI countries. Including case studies from other Central Asian nations—such as Uzbekistan or Kyrgyzstan—could have provided a broader regional perspective and strengthened the argument that China’s educational diplomacy is a systematic strategy rather than an isolated initiative.

Additionally, the challenges section is underdeveloped. While the authors mention academic dependency and language barriers, they do not fully explore potential geopolitical concerns, such as how Kazakhstan balances China’s influence with other global education partners, such as Russia or Europe. Addressing these broader geopolitical considerations would have made the discussion more nuanced.

Evaluation and Conclusion

Overall, Duisekina and Ashinova (2020) provide a valuable contribution to the discussion on China’s educational diplomacy under the BRI, offering detailed insights into how higher education strengthens bilateral relations. The article is informative and well-structured, effectively linking education with economic cooperation and cultural exchange. However, its lack of a strong theoretical foundation, unclear methodology, and limited comparative analysis reduce its analytical depth.

Despite these limitations, the study is still highly relevant for scholars and policymakers interested in educational diplomacy, international relations, and China’s influence in Central Asia. Future research could build upon this study by incorporating comparative case studies, applying stronger theoretical frameworks, and conducting empirical research through qualitative interviews or statistical analysis. This would provide a more comprehensive understanding of how China’s higher education initiatives impact its global partnerships beyond Kazakhstan.

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