On November 8, 2025, the International University of Central Asia held a meeting with stakeholders. Representatives of organizations and companies that are university partners discussed professional development prospects for students. The focus was on the educational programs "Pedagogy" and "Jurisprudence." The events ran in parallel in an open dialogue format.

The main goal of the meeting was to build constructive dialogue between the university and potential employers. Current labor market requirements were discussed. The university presented key competencies and achievements of students preparing for future professional activities.

The pedagogical education meeting was attended by directors and deputy directors of schools in Chui Oblast. Among them were representatives of Cambridge School, schools number three, ten, and thirteen, Novopokrovka School number three, and Kazakbaev School in Chym-Korgon village. A representative of the district education department of Chui-Tokmok was also present. The university was represented by heads of bachelor's and master's programs in pedagogy, master's and bachelor's students.

Aliya Asanalieva from Cambridge School emphasized the need for in-depth English language training and classroom management preparation. She noted the problem of insufficient duration of bachelor's practice. Weekly visits do not provide the necessary immersion. Proposal: organize practice in blocks of at least three weeks in a row.

Deputy directors of several schools formulated a request to strengthen the inclusive component of education. It is necessary to include disciplines on inclusive education in the curriculum. Zhyldyz Usupbekovna proposed creating a speech therapy profile or an inclusion center at the university. This would give future teachers the opportunity to practice with children with special educational needs.

The director of Novopokrovka School number three noted the productivity of the dual format of the master's program. Jaratmans significantly improve the quality of work with children. At the same time, a request was made to expand the training focus to upper grades. Currently, master's students predominantly work in grades five through nine. However, the need is especially high in grades ten and eleven. It was proposed to consider targeted training of master's students for upper secondary school.

The representative of the district education department identified an acute staffing problem. There are about one hundred fifty vacant teaching positions in district schools. Actually, about thirty specialists arrive. The most pronounced shortage is in chemistry, physics, and computer science. A request was made to consider training teachers in these areas. The problem of staff retention was also noted. Young teachers often leave after one to two months of work.

Master's student Farida, who also works as a deputy director in one of the schools, proposed considering mechanisms to stimulate graduate employment in state schools. Master's student Shani proposed systematizing the practical experience of Jaratmans. All master's students could collect cases from their own practice and discuss them in methodological disciplines. She also noted the prospect of creating AI assistants for methodological and psychological support of teachers.