In 2026, taking the international IELTS exam for Kazakhstani students is gradually turning from a standard educational procedure into a serious challenge. This is not only about the difficulty of the test itself, but also about a combination of factors that directly affect its accessibility - high cost, a limited number of test centers, and changes in the exam format.
In a rapidly changing educational environment, a logical question arises: does IELTS remain truly accessible for Kazakhstani youth who aspire to study abroad?
Why IELTS Remains Critically Important
Despite the emergence of alternative language tests, IELTS continues to be one of the key requirements for admission to foreign universities and participation in international educational programs. According to data from the British Council and IDP, the IELTS certificate is recognized in more than 140 countries worldwide, including the United Kingdom, Canada, Australia, and countries of the European Union.
For applicants from Kazakhstan, IELTS is required for admission to undergraduate and master’s degree programs abroad, as well as for obtaining student and work visas. Most universities set a minimum required score between 6.0 and 7.0.
Although some universities have begun accepting alternative exams, this usually happens in a limited format or on a temporary basis. As a result, IELTS continues to remain the main international standard for assessing English language proficiency.
The Price Factor: The Exam as a Financial Barrier
One of the main obstacles for Kazakhstani students remains the high cost of the exam. According to the official website of British Council Kazakhstan, in 2026 a single attempt at IELTS Academic or General Training costs approximately 105,000 tenge, while the IELTS for UKVI version costs more than 110,000 tenge.
At Nazarbayev University, it is noted that applicants aiming to achieve the minimum required score of 6.5 to 7.0 often have to take the exam two or even three times. This automatically increases the financial burden severalfold.
In addition to the cost of the test itself, students face expenses for preparation courses, mock tests, and individual tutoring. In some cases, these costs exceed the price of the exam itself. For students from the regions, the situation becomes even more complicated: most certified test centers are located in Almaty and Astana, which means additional expenses for travel and accommodation.
As a result, IELTS begins to perform not only an assessment function but also a filtering one, reinforcing educational inequality among young people.
Computer-Based Format and One Skill Retake: A Step Forward or an Illusion of Accessibility
One of the notable developments in 2026 has been the active transition to the computer-based IELTS format. It allows candidates to receive results faster, choose convenient dates, and register online. British Council and IDP emphasize that the exam structure, task formats, and scoring system fully correspond to the paper-based version.
In addition, the IELTS One Skill Retake option has been introduced, allowing candidates to retake only one module (for example, Writing or Speaking) within 60 days after the main test. However, this option is available exclusively for the computer-based exam and requires an additional fee. The cost of a retake depends on the specific test center and is clarified on site.
Despite its convenience, these changes do not address the core problem. They do not reduce the base cost of the exam and do not eliminate additional expenses. Moreover, computer-based test centers are also concentrated mainly in large cities, once again raising the issue of digital inequality, internet quality, and access to necessary equipment for students from remote regions.
Real Consequences for Applicants
According to British Council data, most Kazakhstani students take IELTS specifically to apply to foreign universities. However, the high cost of the exam and the risk of retaking it increasingly force applicants to postpone submitting their applications.
A student from Shymkent, Aliya (name changed), shares her experience:
“I planned to apply to a university in the United Kingdom this year, but decided to postpone my application until next year. I need to save money for a retake and a preparation course.”
In addition to financial pressure, psychological factors also play a significant role. Stress, uncertainty about results, and fear of repeated expenses push some students to abandon overseas programs or choose universities with less stringent English language requirements.
As a result, access to international education increasingly depends not only on academic ability, but also on a family’s financial capacity.
Alternatives Exist, but They Do Not Solve the Problem
Against the backdrop of rising IELTS costs, alternative exams such as the Duolingo English Test and TOEFL are gaining popularity. According to the official Duolingo English Test website, its cost is around 49-60 US dollars, and results are available within 48 hours. This makes the test more accessible in terms of price and time.
However, most leading foreign universities still require official IELTS or TOEFL results. Duolingo is accepted only in limited cases or on a temporary basis. At the same time, TOEFL costs around 220 dollars per attempt, which is comparable to IELTS, and test centers are also not available in all regions of Kazakhstan.
Thus, alternative tests are not yet able to fully replace IELTS for the majority of Kazakhstani applicants.
The Exam as a Social Challenge
In 2026, IELTS in Kazakhstan remains the primary tool for admission to foreign universities, but for many students it is turning into a serious barrier. High costs, the need for retakes, additional preparation expenses, and geographical limitations are felt most acutely by students from the regions and from families with middle or low incomes.
New formats make the process more convenient technically, but they do not solve the financial problem. Alternative exams have not yet gained sufficient recognition. All of this indicates that the accessibility of IELTS is becoming not just an educational issue, but a social one.
And if Kazakhstan is truly interested in equal opportunities for its youth and their integration into the global educational space, this issue requires more systematic attention from educational institutions and the state.
