Psychologist training in universities of the Kyrgyz Republic: History and modernity
DOI:
https://doi.org/10.33910/2686-9527-2026-8-2-221-230Keywords:
training of psychologists, history of psychology in the Kyrgyz Republic, training of psychologists in the Kyrgyz Republic, stages of development of psychologist training, current state of psychologist training in the Kyrgyz RepublicAbstract
Introduction. This article provides a comprehensive analysis of the state of higher psychological education in the Kyrgyz Republic. The study’s relevance is determined by the growing role of psychological science and practice in addressing pressing social issues, as well as the need to reflect upon the system’s historical trajectory to define its development prospects.
Materials and Methods. The study employs a retrospective analysis covering the key stages in the development of psychologist training.
Results. During the Soviet period (the first stage), psychologists were mainly trained within faculties of teacher education or philosophy, where psychology served an auxiliary function. The methodological backbone was the Soviet school of psychology, which dictated the content and orientation of curricula. The second stage, initiated by the Kyrgyz Republic’s independence, was marked by the institutionalization of psychology as an independent scientific and academic discipline. This period saw the establishment of the first specialized departments and faculties, the diversification of training programs, and the adoption of foreign theoretical models and practical approaches. The third, contemporary stage is analyzed through the lens of the Bologna Process and the transition to a two-tier bachelor–master system. The article focuses on the principal challenges facing university psychology education in the Kyrgyz Republic: a shortage of highly qualified academic staff, insufficient integration between theory and practice, and difficulties in adapting global psychological theories to the national and cultural context (in particular, the adaptation of methods and instruments for psychological assessments, counseling, and intervention).
Conclusion. The system of psychologist training in universities of the Kyrgyz Republic has undergone a significant evolution from standardized Soviet practices to a more multidimensional model. However, further effective development requires a unified state strategy, scientific and methodological support, and deeper integration of psychological services into the overall educational and developmental structure of universities.
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