The article examines the effectiveness of integrating the epistolary legacy of the Kazakh ruling elite of the late 17th to early 19th centuries into the process of teaching the new history of Kazakhstan in higher education. The research aims to explore the theoretical effectiveness of integrating the epistolary legacy of Kazakh khans and sultans into the discipline of the new history of Kazakhstan. This is based on the collection of historical documents in two volumes, “Epistolary Legacy of the Kazakh Ruling Elite 1675-1821,” published under the guidance of the renowned historian I.V. Yerofeeva.

A historian-specialist relies on various historical sources while conducting the research. In the field of source studies, epistolary sources, along with memoirs and reminiscences, are part of sources of personal origin. During Soviet times, epistolary sources were viewed as subjective and relegated to secondary status, resulting in an underutilization of their scientific and informative potential.

In the preparation of future history teachers, working with historical sources is crucial. Unfortunately, in recent years, specially conducted surveys and observations have revealed a gap among students in using and analyzing the sources in the educational process. In the methodology of history teaching, working with historical sources is one of the most relevant topics. Source analysis is a complex process, requiring students to undergo special training, acquire theoretical knowledge, and develop necessary skills. The article argues that the integration of epistolary heritage into the educational process will contribute to the development of various skills and competencies essential for organizing the academic and research activities of students. The article concludes that integrating letters from Kazakh khans and sultans from the 17th to the 19th centuries into the educational process will significantly deepen theoretical knowledge of the new history of Kazakhstan, improve the ability to conduct scientific research, and shape historical consciousness among students.