Urbanization process affects global socio-economic development. Originally tied to modernization and industrialization, current urbanization policy is focused on productivity, economic activities, and environmental sustainability. This study examines impact of urbanization in various regions of Kazakhstan, focusing on environmental, social, labor, industrial, and economic indicators. The study aims to assess how different indicators influence urbanization trends in Kazakhstan, particularly regarding environmental emissions and pollution. It delves into regional development patterns and identifies key contributing factors. The research methodology is based on classical economic theories of urbanization and modern interpretations emphasizing sustainability and socio-economic impacts and includes two stages. Shannon entropy measures diversity and uncertainty in urbanization indicators, while cluster analysis identifies regional patterns. Data from 2010 to 2022 for 17 regions forms the basis of analysis. Regions are categorized into groups based on urbanization levels leaders, challenged, stable, and outliers. This classification reveals disparities in urban development and its impacts. Findings stress the importance of integrating environmental and social considerations into urban planning and policies. Targeted interventions based on regional characteristics and urbanization levels are recommended to enhance sustainability and socio-economic outcomes. Tailored urban policies accommodating specific regional needs are crucial. Effective management and policy-making demand a nuanced understanding of these impacts, emphasizing region-specific strategies over a uniform approach.

Emotional intelligence (EI) shapes students’ academic success and life satisfaction, influencing broader educational outcomes. This study assesses EI and life attitudes among students in Kazakhstan and explores the relationship between these variables, providing policy recommendations for integrating emotional skills development into higher education. Using the Big-Five, the Bar-On Emotional Quotient Inventory, and the Lüscher color test, data were collected from 2019 to 2023. In the first stage (2019–2021), a pilot study was conducted with 504 participants, followed by the main study (2021–2023)which involved 4,027 participants. The results indicate that EI significantly correlates with life satisfaction, stress management, and leadership behavior, while age and gender show varying impacts. No direct correlation was found between year of study and EI. These findings suggest that policymakers should consider incorporating EI development into educational programs across all levels of higher education in Kazakhstan to enhance students’ academic and personal outcomes. Future research could explore the role of targeted educational interventions in improving long-term student success and professional development, with potential applications in other contexts.