The article presents a bibliographic analysis of research on culturally relevant education in the university context for the period 2000–2025. The study identifies several stages in the evolution of academic interest: from the latent presence of the discourse to its institutionalization and the formation of stable conceptual clusters. The rapid increase in publication activity after 2020 is closely linked to global challenges such as the COVID-19 pandemic, digitalization, migration processes, and the growing importance of humanistic and inclusive orientations. The constructed network map of publications demonstrates a high level of coherence within the research field, with the concept of culturally relevant pedagogy occupying a central position in both theoretical and applied perspectives. The analysis highlights diverse research directions, including teacher training, the development of cultural sensitivity, student academic success and social justice, transformation of educational policy, and integration into STEM disciplines. Particular attention is given to the potential adaptation of culturally relevant strategies within the higher education system of Kazakhstan, where polyethnicity and linguistic diversity provide a foundation for building a humanistic, context-sensitive, and sustainable educational environment.