Economic impact of stakeholder integration in academic integrity assessment systems: evidence from Kazakhstan’s educational sector

Economic Annals-XXI: Volume 213, Issue (1-2), Pages: 36-48

Citation information
Tanirbergenova, A., Arkhymatayeva, A., Kaiypbayeva, A., Galimzhanova, M., & Kuzembayeva, A. (2025). Economic impact of stakeholder integration in academic integrity assessment systems: evidence from Kazakhstan’s educational sector. Economic Annals-XXI, 213(1-2), 36-48. doi: https://doi.org/10.21003/ea.V213-04

Anar Tanirbergenova
PhD (Pedagogy),
Leading Researcher,
National Academy of Education named after I. Altynsarin
17 Orynbor Str., Astana, 010000, Republic of Kazakhstan
anar-tanirbergenova@mail.ru
ORCID ID: https://orcid.org/0000-0002-8002-7910

Ainur Arkhymatayeva
PhD (Pedagogy),
Leading Researcher,
National Academy of Education named after I. Altynsarin
17 Orynbor Str., Astana, 010000, Republic of Kazakhstan
a.arhymataeva@uba.edu.kz
ORCID ID: https://orcid.org/0000-0001-6030-7299

Aigul Kaiypbayeva
MA (Pedagogy),
Researcher,
National Academy of Education named after I. Altynsarin
17 Orynbor Str., Astana, 010000, Republic of Kazakhstan
a.kaiypbaeva@uba.edu.kz
ORCID ID: https://orcid.org/0009-0000-4861-7825

Marzhan Galimzhanova
PhD (Pedagogy),
Director,
the JSC National Center For Advanced Studies «Orleu»;
Institute of Professional Development in Atyrau Region
24 Admiral Lev Vladimirsky Str., Atyrau, 060000, Republic of Kazakhstan
mgalimzhanova@mail.ru
ORCID ID: https://orcid.org/0000-0002-4342-3084

Almagul Kuzembayeva
PhD (Pedagogy),
Senior Lecturer,
Department of Humanities and Natural Sciences,
Abai Kazakh National Pedagogical University
13 Dostyk Ave., Almaty, 050010, Republic of Kazakhstan
Alma1961token@mail.ru
ORCID ID: https://orcid.org/0009-0004-4584-8627

Economic impact of stakeholder integration in academic integrity assessment systems: evidence from Kazakhstan’s educational sector

Abstract. Introduction. The transformation of educational assessment systems through stakeholder integration represents a critical factor influencing both educational quality and economic development in emerging economies. Recent research demonstrates that collaborative approaches to academic integrity assessment can generate measurable economic benefits while addressing contemporary challenges posed by artificial intelligence and digital technologies. Kazakhstan’s educational sector, characterized by substantial investment increases to USD 27 billion by 2025 and rapid digitalization across 7,000 schools, provides a compelling context for examining the economic implications of stakeholder integration in assessment systems.

Methods. This study employed a convergent mixed-methods design combining quantitative economic analysis with qualitative stakeholder perspective assessment across Kazakhstan’s secondary education sector during 2022-2024. The research encompassed comprehensive analysis of 47 secondary schools across six regions serving 13,284 students, with 24 schools implementing integrated stakeholder assessment approaches and 23 schools maintaining traditional systems as controls. Economic impact assessment utilized cost-benefit analysis frameworks following OECD guidelines, incorporating activity-based costing methodologies, multilevel statistical modeling, and Monte Carlo simulation to generate confidence intervals around benefit-cost estimates.

Results. Schools implementing integrated stakeholder approaches achieved 36.2% higher academic integrity compliance rates while reducing assessment costs by 24.7% per student, generating average annual savings of 2,284 USD per school. The three-year cost-benefit analysis revealed benefit-cost ratios progressing from 1.44 to 10.74, indicating cumulative net present value of 8,189 USD per school. Regional variations showed urban schools achieving 51.4% higher absolute benefits compared to rural counterparts. Stakeholder competency development programs generated consistent 2.59:1 return on investment ratios across all participant categories. Technology integration achieved 33.7% efficiency gains with cost-effectiveness ratios of 3.24, while strong correlations (r = 0.897) emerged between academic integrity compliance and net economic impact.

Scientific Novelty. This research provides the first comprehensive quantitative analysis of economic mechanisms underlying stakeholder integration in academic integrity assessment systems within a developing economy context. The study bridges critical gaps in educational economics literature by demonstrating how collaborative governance models generate multiplicative rather than additive economic benefits through distributed responsibility structures, shared resource utilization, and stakeholder competency development. The introduction of the Stakeholder Integration Index and systematic measurement of technology-enhanced collaborative assessment economics offers new methodological approaches for evaluating educational intervention cost-effectiveness.

Practical Significance. The findings provide strategic guidance for policy-makers implementing educational reforms in resource-constrained environments, demonstrating that stakeholder integration represents a viable strategy for achieving simultaneous improvements in educational quality and financial sustainability. Results support Kazakhstan’s educational modernization strategy while offering transferable insights for other post-Soviet economies seeking cost-effective approaches to system transformation. The documented cost-effectiveness ratios and implementation timelines enable evidence-based resource allocation decisions and support scaling strategies for collaborative assessment approaches across diverse educational contexts.

Keywords: Stakeholder Integration; Academic Integrity; Education; Assessment Economics; Educational Policy; Kazakhstan; Cost-Benefit Analysis

JEL Classification: I21; I22; I28; O15; O32; P36

Acknowledgements and Funding: This article was conducted within the framework of program-targeted financing of the scientific and technical program BR21882300 «Conceptual foundations of the national integrated assessment system» (2023-2025, National Academy of Education named after I. Altynsarin).

The team of authors thanks Gulnara Rakhmetovna Baigaeva, PhD (Economics), Associate Professor of the Higher School of Law and Economics of Zhetysu University named after Ilyas Zhansugurov, for her consultations.

Contribution: The authors contributed equally to this work.

Data Availability Statement: The dataset is available from the authors upon request.

DOI: https://doi.org/10.21003/ea.V213-04

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Received 20.11.2024
Received in revised form 18.12.2024
Accepted 21.12.2024
Available online 26.02.2025