NU Library Newsletter
Fall Semester:
August 2026
Fall Semester:
August 2026
We’re excited to share the August 2026 edition of our Library Newsletter as we welcome students to a new semester. This issue celebrates the enduring legacy of Abai Qunanbaiuly while highlighting key library resources, services, and curated tools to support your studies and research throughout the semester. We wish all our students a productive, inspiring, and successful start to the new academic year!
Celebrating Abai Qunanbaiuly
Every August, Kazakhstan honours the birthday of Abai Qunanbaiuly, born on August 10, 1845, in the Semey region. The date has become a national celebration of poetry, philosophy, and the enduring power of the written word. A poet, composer, and philosopher, Abai is widely regarded as the founder of modern Kazakh written literature, blending the oral traditions of the steppe with the intellectual currents of Russian and Eastern thought. His most enduring work, the Book of Words (Qara Sözder), remains a cornerstone of Kazakh moral and philosophical education, urging readers toward knowledge, self-reflection, and diligence. In honour of his birthday, our Library invites students to explore his poetry and prose available in our Kazakh literature collection and reflect on his timeless call to "know yourself" in pursuit of wisdom.
Book Exhibition "Abai’s Legacy Today"
This month, Kazakhstan commemorates the birth anniversary of Abai Qunanbaiuly, the nation’s renowned poet, philosopher, and educator. His profound ideas and timeless works continue to inspire generations and hold a special place in Kazakhstan’s cultural and intellectual heritage.We invite you to visit the thematic book exhibition dedicated to Abai Qunanbaiuly, located on the 2nd Floor of the NU Library.
The exhibition presents a selection of books exploring Abai’s life, literary legacy, and lasting contribution to Kazakh literature and culture.
Explore the digital collection via this link.
The exhibition presents a selection of books exploring Abai’s life, literary legacy, and lasting contribution to Kazakh literature and culture.
Explore the digital collection via this link.
Library Interview
Mrs. Alua Nurbay, a PhD student at Graduate School of Business at Nazarbayev University and a Research Assistant at Nazarbayev University’s Research Centre for Entrepreneurship, and does research in entrepreneurship in creative industry. Also, she is a main organizer of Tamyr Bazaar art and craft sheep exhibition which we do few times a year at university.
“For me, innovation and scientific thinking also require time. We need to learn to slow down, to look around us, and to allow ourselves to think deeply. Sometimes we need to let our thoughts travel through the steppe, without immediately looking for the fastest answer or the next result.”
A Conversation with Mrs. Alua Nurbay
My name is Alua Nurbay and I am PhD student at GSB of NU, and I do research in entrepreneurship in creative industry. So, at NURCE I get involve any projects related to that theme. Also, I am a main organizer of Tamyr Bazaar art and craft sheep exhibition which we do few times a year at university.
Abai Day has a very personal meaning for me because, in some ways, I feel that I grew up together with my understanding of Abai.
I was ten years old in 1995, when Kazakhstan celebrated the 150th anniversary of Abai Qunanbaiuly under the auspices of UNESCO. It was a very significant moment for Kazakhstan. We had only recently become an independent country and, as a society, we were still searching for ourselves and trying to understand what our national identity meant in this new reality.
I was born in the Soviet Union, and much of what surrounded us as children—books, fairy tales, cultural references—was Russian or Soviet. After independence, I remember suddenly discovering Kazakh poets, thinkers and historical figures in a completely different way. Abai was probably one of my first encounters with the idea that Kazakhstan had its own great
philosopher and intellectual tradition.
At school, we memorised Abai's poems, learned his songs and read his Kara Soz, the Words of Edification. I even memorised some of them. But if I am sincere, at ten years old I did not really understand what they meant. I knew the words, but I did not yet understand the ideas behind them.
And this is what makes Abai so interesting to me today. Now that I am over forty, I return to the same words and understand them very differently. His reflections on education, knowledge, responsibility, character, dignity and the development of a person have acquired meanings that I simply could not see as a child.
So for me, Abai Day is not only about remembering a great Kazakh poet once a year. It is also about returning to his ideas at different stages of our lives. The Abai I learned by heart when I was ten is not the same Abai I understand today.
And perhaps that is what makes his legacy timeless: we grow older, our country changes, our experiences change, and yet we can return to Abai and discover something new in the words we thought we already knew.
I was ten years old in 1995, when Kazakhstan celebrated the 150th anniversary of Abai Qunanbaiuly under the auspices of UNESCO. It was a very significant moment for Kazakhstan. We had only recently become an independent country and, as a society, we were still searching for ourselves and trying to understand what our national identity meant in this new reality.
I was born in the Soviet Union, and much of what surrounded us as children—books, fairy tales, cultural references—was Russian or Soviet. After independence, I remember suddenly discovering Kazakh poets, thinkers and historical figures in a completely different way. Abai was probably one of my first encounters with the idea that Kazakhstan had its own great
philosopher and intellectual tradition.
At school, we memorised Abai's poems, learned his songs and read his Kara Soz, the Words of Edification. I even memorised some of them. But if I am sincere, at ten years old I did not really understand what they meant. I knew the words, but I did not yet understand the ideas behind them.
And this is what makes Abai so interesting to me today. Now that I am over forty, I return to the same words and understand them very differently. His reflections on education, knowledge, responsibility, character, dignity and the development of a person have acquired meanings that I simply could not see as a child.
So for me, Abai Day is not only about remembering a great Kazakh poet once a year. It is also about returning to his ideas at different stages of our lives. The Abai I learned by heart when I was ten is not the same Abai I understand today.
And perhaps that is what makes his legacy timeless: we grow older, our country changes, our experiences change, and yet we can return to Abai and discover something new in the words we thought we already knew.
The first idea that comes to my mind is the wisdom of the steppe.
For me, Abai is the face of Kazakh steppe philosophy. He represents something much larger than one poet, composer or thinker. In many ways, he embodies the intellectual and spiritual character of the Kazakh nation.
If someone asked me, “Who are the Kazakhs? What represents Kazakhstan?” I would probably answer with four images: the steppe, freedom, the dombra, and Abai.
The steppe represents where we come from. Freedom represents our spirit. The dombra carries our memory and our stories. And Abai gives words and thought to all of this.
What makes him particularly important to me is that his philosophy emerged from the steppe but speaks about universal questions: What does it mean to be educated? What makes a person worthy? How should we treat one another? What responsibility do we have for our own development and for our society?
So when I think of Abai, I think of wisdom rooted in the steppe but capable of speaking to the world.
For me, Abai is the face of Kazakh steppe philosophy. He represents something much larger than one poet, composer or thinker. In many ways, he embodies the intellectual and spiritual character of the Kazakh nation.
If someone asked me, “Who are the Kazakhs? What represents Kazakhstan?” I would probably answer with four images: the steppe, freedom, the dombra, and Abai.
The steppe represents where we come from. Freedom represents our spirit. The dombra carries our memory and our stories. And Abai gives words and thought to all of this.
What makes him particularly important to me is that his philosophy emerged from the steppe but speaks about universal questions: What does it mean to be educated? What makes a person worthy? How should we treat one another? What responsibility do we have for our own development and for our society?
So when I think of Abai, I think of wisdom rooted in the steppe but capable of speaking to the world.
I would actually be careful about calling Abai a visionary ahead of his time, because I live in a completely different reality. We are talking about a man who lived almost two centuries ago. We know the history of that period, and we know what happened afterwards, but I cannot say that I truly understand what the everyday reality of Kazakh society felt like at that time.
But there is one thing I can say with confidence. When I read Abai’s Kara Sozder today, I often do not feel that I am reading something written so long ago.
The questions he raises still feel remarkably familiar: our attitude towards education and knowledge, our desire for status and recognition, the tendency to blame others rather than examine ourselves, the importance of hard work, personal responsibility, morality, and what it actually means to become a better person.
Sometimes this relevance is inspiring, but sometimes it is also uncomfortable. Because you realise that some of the behaviours and social problems Abai was questioning are still present in Kazakhstan today.
Perhaps, for me, this is more important than whether we call him a visionary. Almost two centuries later, we are still able to recognise ourselves in his words. We are still asking many of the questions he asked.
And maybe the most relevant idea from Abai today is precisely this invitation to look critically at ourselves - not only at our society or our country, but first at ourselves as individuals.
But there is one thing I can say with confidence. When I read Abai’s Kara Sozder today, I often do not feel that I am reading something written so long ago.
The questions he raises still feel remarkably familiar: our attitude towards education and knowledge, our desire for status and recognition, the tendency to blame others rather than examine ourselves, the importance of hard work, personal responsibility, morality, and what it actually means to become a better person.
Sometimes this relevance is inspiring, but sometimes it is also uncomfortable. Because you realise that some of the behaviours and social problems Abai was questioning are still present in Kazakhstan today.
Perhaps, for me, this is more important than whether we call him a visionary. Almost two centuries later, we are still able to recognise ourselves in his words. We are still asking many of the questions he asked.
And maybe the most relevant idea from Abai today is precisely this invitation to look critically at ourselves - not only at our society or our country, but first at ourselves as individuals.
For me, the connection is very natural. NURCE is a research centre within one of the leading universities in Central Asia, so learning, intellectual curiosity and continuous self-improvement are already at the heart of what we do.
Therefore, the question is not really whether we practise lifelong learning - we obviously do. The more important question is: how do we take these principles beyond the university and make them relevant to the wider society?
As an entrepreneurship research centre, NURCE works closely with entrepreneurs and small businesses. Through our research, events, books and training programmes, we try to translate academic knowledge into something that people can actually use in their everyday lives and businesses.
One example that is particularly connected to Abai is our Abai Training programme. The training was designed around ideas from Abai’s philosophy and explores how principles such as continuous learning, self-reflection, responsibility, hard work and personal development can be applied in entrepreneurship and business.
I think this is an important way of keeping Abai’s legacy alive. We should not only read and quote Abai; we should ask how his ideas can be translated into the realities we face today.
In this sense, NURCE's work reflects Abai's philosophy by connecting knowledge with action, learning with self-improvement, and individual development with the development of society.
Therefore, the question is not really whether we practise lifelong learning - we obviously do. The more important question is: how do we take these principles beyond the university and make them relevant to the wider society?
As an entrepreneurship research centre, NURCE works closely with entrepreneurs and small businesses. Through our research, events, books and training programmes, we try to translate academic knowledge into something that people can actually use in their everyday lives and businesses.
One example that is particularly connected to Abai is our Abai Training programme. The training was designed around ideas from Abai’s philosophy and explores how principles such as continuous learning, self-reflection, responsibility, hard work and personal development can be applied in entrepreneurship and business.
I think this is an important way of keeping Abai’s legacy alive. We should not only read and quote Abai; we should ask how his ideas can be translated into the realities we face today.
In this sense, NURCE's work reflects Abai's philosophy by connecting knowledge with action, learning with self-improvement, and individual development with the development of society.
This is actually a difficult question because I think everybody can find something different in Abai. You find what you are looking for at that particular moment in your life,something that matters to you personally, something for your mind, or perhaps something for your soul.
But if I had to choose one lesson for young researchers and students today, I would say sabyr - patience and perseverance.
We have a beautiful saying in Kazakh: “Білім — инемен құдық қазғандай” — “Knowledge is like digging a well with a needle.” I think anyone who has seriously pursued education or research understands exactly what this means.
Research is a very difficult path. Results do not come immediately. You can spend months reading, thinking, collecting data or working on an idea and still feel that you have made very little progress. It requires patience, discipline and the willingness to continue even when there is no immediate reward.
And perhaps sabyr is becoming even more important in our fast-moving world. We are surrounded by speed, quick information, quick answers, quick success. But real knowledge cannot always be rushed.
Abai constantly reminds us that becoming an educated and thoughtful person is a process. For young researchers, I think that is an important lesson: give yourself time to learn, time to think, and time to grow. Have sabyr.
But if I had to choose one lesson for young researchers and students today, I would say sabyr - patience and perseverance.
We have a beautiful saying in Kazakh: “Білім — инемен құдық қазғандай” — “Knowledge is like digging a well with a needle.” I think anyone who has seriously pursued education or research understands exactly what this means.
Research is a very difficult path. Results do not come immediately. You can spend months reading, thinking, collecting data or working on an idea and still feel that you have made very little progress. It requires patience, discipline and the willingness to continue even when there is no immediate reward.
And perhaps sabyr is becoming even more important in our fast-moving world. We are surrounded by speed, quick information, quick answers, quick success. But real knowledge cannot always be rushed.
Abai constantly reminds us that becoming an educated and thoughtful person is a process. For young researchers, I think that is an important lesson: give yourself time to learn, time to think, and time to grow. Have sabyr.
Yes, but perhaps not in the most obvious way.
For me, innovation and scientific thinking also require time. We need to learn to slow down, to look around us, and to allow ourselves to think deeply. Sometimes we need to let our thoughts travel through the steppe, without immediately looking for the fastest answer or the next result.
Because science and innovation are not only about what we can create. They are also about what we should create.
Human knowledge can teach us how to build an atomic bomb, but it can also teach us how to develop renewable energy, protect our environment and create a better future for our children. Scientific progress itself does not answer the question of which path we should choose. That requires reflection, values and responsibility.
And this is where I think Abai remains relevant. His philosophy encourages us not simply to accumulate knowledge, but to think about what kind of person we become through that knowledge and how we use it.
In our fast-moving world, perhaps we sometimes need to stop for a moment and ask ourselves a very simple question: What do I want to leave after myself?
For me, that question should be part of innovation and scientific thinking too.
For me, innovation and scientific thinking also require time. We need to learn to slow down, to look around us, and to allow ourselves to think deeply. Sometimes we need to let our thoughts travel through the steppe, without immediately looking for the fastest answer or the next result.
Because science and innovation are not only about what we can create. They are also about what we should create.
Human knowledge can teach us how to build an atomic bomb, but it can also teach us how to develop renewable energy, protect our environment and create a better future for our children. Scientific progress itself does not answer the question of which path we should choose. That requires reflection, values and responsibility.
And this is where I think Abai remains relevant. His philosophy encourages us not simply to accumulate knowledge, but to think about what kind of person we become through that knowledge and how we use it.
In our fast-moving world, perhaps we sometimes need to stop for a moment and ask ourselves a very simple question: What do I want to leave after myself?
For me, that question should be part of innovation and scientific thinking too.
I think we often make the mistake of seeing poetry simply as beautiful words put together—as something with aesthetic or cultural value, but not necessarily practical value.
I experienced this myself. At school, we studied Abai mainly in Kazakh literature classes. For students like me, whose orientation was more towards STEM subjects, it was sometimes difficult to understand what Abai had to do with mathematics, science, research or, later, business.
But today I see this very differently.
Kazakhstan's education and research environment is strongly oriented towards STEM, technology, data and measurable outcomes. In business research as well, we often focus on numbers. And numbers are extremely important, but numbers are only part of the story.
Research ultimately affects people. Technology affects people. Business decisions affect people. Innovation affects people. So alongside asking whether something is efficient, profitable or technologically possible, we also need to ask whether it is responsible and what consequences it creates for society.
This is where I think Abai becomes highly relevant to the modern research environment. His understanding of education was not simply about accumulating knowledge. It was connected to the development of the person—our judgement, responsibility, character and humanity.
So yes, our children should learn mathematics, science, technology and business. Kazakhstan absolutely needs strong researchers and innovators. But while teaching them how to solve complex problems, we should also teach them what it means to be human.
For me, bringing these two sides together—knowledge and humanity—is where Abai's vision of education can contribute most strongly to Kazakhstan's modern research environment.
I experienced this myself. At school, we studied Abai mainly in Kazakh literature classes. For students like me, whose orientation was more towards STEM subjects, it was sometimes difficult to understand what Abai had to do with mathematics, science, research or, later, business.
But today I see this very differently.
Kazakhstan's education and research environment is strongly oriented towards STEM, technology, data and measurable outcomes. In business research as well, we often focus on numbers. And numbers are extremely important, but numbers are only part of the story.
Research ultimately affects people. Technology affects people. Business decisions affect people. Innovation affects people. So alongside asking whether something is efficient, profitable or technologically possible, we also need to ask whether it is responsible and what consequences it creates for society.
This is where I think Abai becomes highly relevant to the modern research environment. His understanding of education was not simply about accumulating knowledge. It was connected to the development of the person—our judgement, responsibility, character and humanity.
So yes, our children should learn mathematics, science, technology and business. Kazakhstan absolutely needs strong researchers and innovators. But while teaching them how to solve complex problems, we should also teach them what it means to be human.
For me, bringing these two sides together—knowledge and humanity—is where Abai's vision of education can contribute most strongly to Kazakhstan's modern research environment.
Curiosity is what drives research. I would even say it is one of the main pillars of both research and innovation.
This is why Abai’s Seventh Word is particularly meaningful to me. He reflects on the natural curiosity we have as children. A child constantly asks: “What is this?”, “Why is that?”, “How does this work?” There is this enormous desire to see, understand and discover the world.
But as we grow older, something happens. We begin to control that curiosity. We stop asking certain questions, perhaps because we think we already know the answers, because we are afraid of appearing ignorant, or simply because life becomes too busy. In Abai’s reflection, this desire for knowledge is connected to the needs of the soul. If we stop nurturing it, something within us becomes smaller.
For a researcher, this idea is incredibly relevant. Every good research project begins not with an answer, but with a good question. You see something you do not understand and ask: Why is this happening? What are we missing? Could there be another explanation? Without curiosity and research questions, there is no real research.
But I think the same principle applies to personal development. We need to remain curious not only about the world, but also about ourselves. Why do I think this way? Why am I making this decision? What do I still need to learn?
For me, continuing to ask ourselves meaningful questions is part of what differentiates truly living from simply existing. And I think Abai understood the importance of preserving that curiosity throughout our lives.
This is why Abai’s Seventh Word is particularly meaningful to me. He reflects on the natural curiosity we have as children. A child constantly asks: “What is this?”, “Why is that?”, “How does this work?” There is this enormous desire to see, understand and discover the world.
But as we grow older, something happens. We begin to control that curiosity. We stop asking certain questions, perhaps because we think we already know the answers, because we are afraid of appearing ignorant, or simply because life becomes too busy. In Abai’s reflection, this desire for knowledge is connected to the needs of the soul. If we stop nurturing it, something within us becomes smaller.
For a researcher, this idea is incredibly relevant. Every good research project begins not with an answer, but with a good question. You see something you do not understand and ask: Why is this happening? What are we missing? Could there be another explanation? Without curiosity and research questions, there is no real research.
But I think the same principle applies to personal development. We need to remain curious not only about the world, but also about ourselves. Why do I think this way? Why am I making this decision? What do I still need to learn?
For me, continuing to ask ourselves meaningful questions is part of what differentiates truly living from simply existing. And I think Abai understood the importance of preserving that curiosity throughout our lives.
I think this question brings together almost everything I have said before. Whatever we teach and whatever technologies we develop, we should never forget that, first of all, we are human beings.
This is particularly important now, when AI is becoming part of our everyday lives. We sometimes worry that technology may eventually influence what we think, what we choose and even what we want. But I see AI as an extraordinary assistant. It can make our words sharper, our knowledge deeper and access to information much easier.
But technology cannot replace our connection with the past. It cannot give us our identity or tell us who we are.
And perhaps in this turbulent and rapidly changing world, one of the most important questions education should help young people ask is very simple: Who am I?
This is where our cultural heritage becomes essential. Culture is not something that belongs only in museums, literature classes or celebrations. It gives us a point of reference. It helps us understand where we come from, what we value and what we want to carry with us into the future.
For Kazakh people, I think one of those values is freedom. We are a nation shaped by the Great Steppe—by its openness, its enormous horizons and the sense of freedom that this land has given us.
So I don't think educational institutions should choose between cultural heritage and a global future. Our heritage should be the foundation from which we enter that future.
We should prepare young people to use AI, conduct world-class research, speak different languages and compete globally. But wherever they go and whatever technologies they use, they should carry with them an understanding of who they are.
Because to become truly global, we should not have to become less Kazakh.
This is particularly important now, when AI is becoming part of our everyday lives. We sometimes worry that technology may eventually influence what we think, what we choose and even what we want. But I see AI as an extraordinary assistant. It can make our words sharper, our knowledge deeper and access to information much easier.
But technology cannot replace our connection with the past. It cannot give us our identity or tell us who we are.
And perhaps in this turbulent and rapidly changing world, one of the most important questions education should help young people ask is very simple: Who am I?
This is where our cultural heritage becomes essential. Culture is not something that belongs only in museums, literature classes or celebrations. It gives us a point of reference. It helps us understand where we come from, what we value and what we want to carry with us into the future.
For Kazakh people, I think one of those values is freedom. We are a nation shaped by the Great Steppe—by its openness, its enormous horizons and the sense of freedom that this land has given us.
So I don't think educational institutions should choose between cultural heritage and a global future. Our heritage should be the foundation from which we enter that future.
We should prepare young people to use AI, conduct world-class research, speak different languages and compete globally. But wherever they go and whatever technologies they use, they should carry with them an understanding of who they are.
Because to become truly global, we should not have to become less Kazakh.
Why Abai Still Speaks to Us
August 10, 1845 marks the birth of Abai Kunanbaiuly, the poet, composer, and philosopher who would become the foundational figure of modern Kazakh literature. Born in Semey region, Abai was educated at home before studying at a medrese, where he learned Arabic and Persian and became acquainted with Eastern literature and poetry. He was also a cultural reformer, working to bring Kazakh society into closer dialogue with European and Russian cultures on the basis of enlightened Islam. Abai has been called the founder of Kazakh written literature and the father of the Kazakh literary language. His philosophical essays explore questions of morality, education, justice, and the human condition.
The article was prepared by Gulnara Bakirova, a Research Support Librarian.
More than a century after his death in 1904, his works remain central to Kazakh cultural identity. Almost every Kazakhstani knows at least who he is, and many can recite lines from his poetry or quote his wise words.
Recently, I asked my six-year-old daughter what she had been learning at school. Without hesitation, she stood up straight, clasped her little hands behind her back, and proudly recited Abai’s poem “Autumn” from memory. Her small voice rose and fell with the rhythm of the words she knew by heart. Watching her face light up as she pronounced each line, I listened carefully and felt their weight in a new way.
This was not only about nature, it spoke of preparation, of endurance, and of the way ordinary people must adapt their lives to survive the harsh season ahead. I realised that Abai was using autumn as a lens through which to observe social conditions and human resilience. This union of landscape and livelihood, where the changing environment is inseparable from human effort and need, gives the poem a moral and social dimension far beyond its seasonal surface.
Abai wrote about emotions and situations such as family conflict, ambition, jealousy, misunderstanding, love, and romance. His poetry touches on all of these. But as my daughter’s recitation reminded me, even a poem about autumn carries a deeper lesson. It is about how we face hardship, how we prepare for what comes, and how we endure together with our families, our communities, and our resilience Intact.
That evening, I looked at my daughter differently. She had not just memorized a poem for school. She had carried forward a lesson from a man who died more than a hundred years before she was born. And somehow, standing in our kitchen with her book still open in her hands, it all made perfect sense. Once you get past the surface, you see that this is still true. Abai’s words are not just Kazakh words. They are human words. And that is why they still speak to us.
Library Workshops & Consultations
The library regularly hosts open sessions that help students and researchers navigate the academic and research process more effectively. Topics include open access publishing, research data management, copyright and Creative Commons, reference management, scholarly communication, and the NU Repository. These sessions are open to all and aim to strengthen research skills through practical guidance and hands-on support.
Can’t make it to the library today? Ask our virtual librarian on duty, NURIA, to book a virtual appointment. Or, stop by our offices at the Main Library, 5E.322, 5E.323, or 5E.324, to speak with our Liaison and Research Support Librarians. You can also visit NU SoM, Floor 7, Office 702.
Can’t make it to the library today? Ask our virtual librarian on duty, NURIA, to book a virtual appointment. Or, stop by our offices at the Main Library, 5E.322, 5E.323, or 5E.324, to speak with our Liaison and Research Support Librarians. You can also visit NU SoM, Floor 7, Office 702.
NU Library Information Literacy Series
Research is a skill, and it gets easier when you know the steps. The NU Library’s four-part video series guides you through the research process, from understanding your assignment to producing a properly cited final product.
The series was developed by Venera Niyazbayeva and Diana Baidollinova together with the library interns as part of an information literacy training based on a student-centred learning approach, helping students build practical research skills at their own pace.
Watch the modules in order or jump to the one you need. For questions, contact library@nu.edu.kz or visit library.nu.edu.kz.
The series was developed by Venera Niyazbayeva and Diana Baidollinova together with the library interns as part of an information literacy training based on a student-centred learning approach, helping students build practical research skills at their own pace.
Watch the modules in order or jump to the one you need. For questions, contact library@nu.edu.kz or visit library.nu.edu.kz.
Research & Academic Support
Research Support
The NU Library continues to provide personalized, one-to-one research support to help you succeed academically, whether you’re planning your thesis or an article for publication. Our librarians are here to support you in publishing, managing, and preserving your research outputs.
Visit the Main Library (Floor 3, Block 5e, Office 324) to meet our Research Support Librarians, or contact us at library@nu.edu.kz.
Prefer online support? Book a virtual appointment, or explore our 24/7 LibGuides to navigate resources anytime, anywhere.
Your research success is our priority. Don’t hesitate to reach out!
Visit the Main Library (Floor 3, Block 5e, Office 324) to meet our Research Support Librarians, or contact us at library@nu.edu.kz.
Prefer online support? Book a virtual appointment, or explore our 24/7 LibGuides to navigate resources anytime, anywhere.
Your research success is our priority. Don’t hesitate to reach out!
New Trial Databases
Explore newly available trial databases at NU Library and discover additional academic resources to support your research, learning, and scholarly work. These databases provide access to valuable information across a range of subjects and disciplines.
We are pleased to announce that NU Library has launched trial access to SAGE Business Cases, which will be offered until 18 September 2026.
SAGE Business Cases is a digital collection of business cases designed to support teaching, learning, and research. The collection includes more than 7,300 cases from over 120 countries, covering a wide range of subjects, including entrepreneurship, accounting, healthcare management, leadership, social enterprise, and more.
SAGE Business Cases is a digital collection of business cases designed to support teaching, learning, and research. The collection includes more than 7,300 cases from over 120 countries, covering a wide range of subjects, including entrepreneurship, accounting, healthcare management, leadership, social enterprise, and more.
We are pleased to announce that NU Library has launched trial access to SCINITO, an AI-powered research assistant built on OpenAlex, an open scholarly catalog. Trial access will be available until 30 September 2026.
SCINITO brings together a range of AI-powered research tools in one platform, including scholarly search, an AI chat that provides citations to real sources, PDF analysis, a journal recommendation tool, an AI manuscript reviewer, and shared research projects through Spaces.
SCINITO brings together a range of AI-powered research tools in one platform, including scholarly search, an AI chat that provides citations to real sources, PDF analysis, a journal recommendation tool, an AI manuscript reviewer, and shared research projects through Spaces.
Library Highlights & Events
Recent Events
The NU Library recently hosted and participated in a range of professional development and research support activities, bringing together colleagues to share knowledge, strengthen skills, and improve library services.
Organization of the process for uploading abstracts to the NU Repository and submitting agreements to the Library
The NU Library held a working meeting with representatives from GSB, GSE, SCAI, GSPP, SSH, NUSOM, and SOE to discuss the submission of license agreements and thesis uploads to the Nazarbayev University Repository (NUR). Prepared by Ainash Yeleussizova, the meeting focused on the current workflow, roles and responsibilities, existing challenges, and ways to improve and standardize the process.
The Teaching and Learning Support Office developed and delivered a pilot training on digital and AI literacy for new NU Library staff. The training focused on building practical skills in using digital tools and AI technologies, evaluating information and AI-generated content, and applying these technologies effectively and responsibly in the workplace. The pilot also provided an opportunity to identify staff learning needs and gather feedback for further development of the training program.
On August 20, we hosted a Professional Development Hour led by Gulnara Bakirova, Research Librarian at the Research Support Office of NU Library.
Gulnara shared key takeaways and practical insights from the UKSG Open Educational Resources (OER) Online Seminar 2026, focusing on how OER can move beyond static documents to become more engaging and interactive learning experiences.
Gulnara shared key takeaways and practical insights from the UKSG Open Educational Resources (OER) Online Seminar 2026, focusing on how OER can move beyond static documents to become more engaging and interactive learning experiences.
Orientation Week: Fall 2026
As part of NU Orientation Week 2026, the NU Library welcomed new students with a series of orientation events held on 11-12 August. The program included information sessions and guided library tours, giving students an opportunity to explore the library, learn about its resources and services, and discover how it can support their studies and research throughout their university journey.
Congratulations to ...
Celebrating New Roles and New Beginnings
We are pleased to celebrate the new roles and professional growth of our colleagues across the NU Library. This month, we welcome new team members and congratulate colleagues who have taken on new roles within the library.
We are excited to have Yernar Yergesh, Manager, and Anar Dautova, Expert Manager and Liaison Librarian (NUSOM), at the Patron Services Office; Nuraiym Kossybak, Teaching and Learning Librarian (SCAI); Aigerim Akparova, Teaching and Learning Librarian (SOE); and Gulzhan Baidyussenova and Gulnara Bakirova, Research Support Librarians.
We congratulate our colleagues on their new roles and wish them continued success, inspiring collaborations, and new opportunities in their work at NU Library.
We are excited to have Yernar Yergesh, Manager, and Anar Dautova, Expert Manager and Liaison Librarian (NUSOM), at the Patron Services Office; Nuraiym Kossybak, Teaching and Learning Librarian (SCAI); Aigerim Akparova, Teaching and Learning Librarian (SOE); and Gulzhan Baidyussenova and Gulnara Bakirova, Research Support Librarians.
We congratulate our colleagues on their new roles and wish them continued success, inspiring collaborations, and new opportunities in their work at NU Library.
We are pleased to announce that NU Library has become a member of UKSG (United Kingdom Serials Group). UKSG brings together scholarly and academic publishers, libraries, technology providers, and service companies to share experiences, exchange knowledge, and collaborate on common challenges across the scholarly communication community.
We are excited about new opportunities for professional development, knowledge sharing, and collaboration with colleagues, allowing us to share our knowledge and experience for the benefit of the NU community while expanding our professional connections beyond the University.
We are excited about new opportunities for professional development, knowledge sharing, and collaboration with colleagues, allowing us to share our knowledge and experience for the benefit of the NU community while expanding our professional connections beyond the University.
Service Update & Policy Reminder
NU Library Video Tour
The Patron Services Office is pleased to present the NU Library Tour! Take a quick virtual tour to explore the library’s spaces, facilities, and services, and discover everything the NU Library has to offer. Watch the tour and get to know your library.
NU Library Use Policy and Patrons’ Behavior Rules
As the new semester begins, we would like to remind you to follow the rules outlined in the Library Use Policy to help maintain an atmosphere of respect and focused study.
Key Points to Remember:
We appreciate your cooperation in helping us maintain a respectful, safe, and productive study environment.
Key Points to Remember:
- Be courteous and respectful to other patrons and library staff.
- Maintain silence; use headphones and take phone calls outside the reading rooms.
- Do not leave personal belongings unattended to reserve study spaces.
- Full meals, open drinks, chewing gum, and smoking (including vaping) are prohibited inside the library, including in stairwells, restrooms, and any interior spaces.
- Aggressive behaviour, loud disputes, fighting, demonstrative public displays of affection, or religious activities are not allowed on library premises.
- All borrowed books and materials must be returned on time; otherwise, access to library services may be restricted.
- Failure to comply with the rules may result in temporary or permanent restrictions on library access in accordance with the Student Code of Conduct.
We appreciate your cooperation in helping us maintain a respectful, safe, and productive study environment.
Authors of This Edition
- Dina BaiseitManager
Patron Services Office - Madina AbdykaimovaSenior Manager
Patron Services Office - Diana BaidollinovaTeaching and Learning Librarian
- Venera NiyazbayevaTeaching and Learning Librarian
- Gulnara BakirovaResearch Support Librarian
- Zhuldyz OrazymbetovaHead
Patron Services Office
Follow Us on Social Media