Kazakhstan’s state program Rukhani Zhangyru (2017) aims to shape national mentality through
cultural modernization values. However, official value proclamation does not guarantee individual consciousness assimilation, requiring psychological-pedagogical analysis of the interiorization process. Methodology and Methods. An integrated qualitative-quantitative approach was employed, combining questionnaires, semistructured interviews, and content analysis. The study involved 198 respondents aged 18-50, including university students (n=86), faculty members (n=48), and cultural institution employees (n=64) from diverse Kazakhstan regions. Research was conducted January-July 2025, utilizing methodological triangulation and examining cognitive, affective, and behavioral levels of value assimilation. Results. Analysis revealed 72.2% of respondents demonstrated program awareness, but only 28.4% could reproduce key directions. Visual symbolism was recognized by 54.8%, yet only 17.6% could interpret graphic meanings. At the affective level, 48.3% expressed
positive attitudes, with strongest responses to local identity components. The behavioral component proved
least pronounced, with only 21.5% expressing readiness to follow promoted values and 17.9% reporting actual
participation. Scientific Novelty. This study represents the first comprehensive psychological-pedagogical analysis of value interiorization within the Rukhani Zhangyru program, examining multilevel processes across diverse social groups in Kazakhstan’s cultural modernization context. Practical Significance. Findings provide evidence-based recommendations for educational institutions and policymakers, identifying key psychologicalpedagogical conditions including emotional engagement, cultural relevance, dialogic interaction, and activitybased implementation that facilitate effective value transmission and sustainable public consciousness assimilation.