Journal of Culture and Values in Education

Culturally Adaptive AI-Assisted Parenting Model: Integrating Indigenous Values into Smart Parenting Systems

Sat, 12 Sep 2026 14:59:52 +0300

The rapid advancement of artificial intelligence (AI) has driven significant transformations in modern parenting practices through data-driven systems and digital interaction platforms. However, most existing technological developments have not fully integrated local cultural dimensions as an essential component of parenting practices. This gap highlights the need for a technology-based parenting approach that is not only functionally effective but also contextually relevant and culturally sensitive. This study aims to develop an AI-based parenting model that is adaptive to local wisdom values. The research employed a mixed-methods sequential exploratory design, beginning with a qualitative phase involving 20 participants to identify contextual needs through thematic analysis, followed by a quantitative phase with 45 participants using a pre-test and post-test design. Data analysis included descriptive statistics, normality testing, paired sample t-tests, and N-Gain analysis. The findings resulted in the development of the NURTURE–AI Parenting model, which integrates AI technology with Sundanese local wisdom values, namely silih asah, silih asih, and silih asuh. The implementation of the model demonstrated significant improvements in parenting competence, cultural value integration, and technology acceptance, with gains categorized at a moderate level. This study concludes that the proposed model has strong potential as an adaptive and contextual approach to modern parenting practices. The original contribution of this research lies in the development of a culturally integrated AI-based parenting model that positions technology as a pedagogical support system aligned with local cultural contexts.

Ecocriticism And Literature: A Bibliometric Analysis Based on the Scopus Database (2005–2025)

Sat, 12 Sep 2026 15:14:20 +0300

This paper presents a bibliometric analysis of Scopus-indexed publications on ecocriticism and literature from 2005 to 2025. Using the Bibliometrix package (Biblioshiny) in RStudio, we analysed 1,108 documents to track the field’s growth, trace its intellectual structure, and detect its key trends. Our findings show an annual growth rate of 19.15%, with the Anthropocene and climate fiction (cli-fi) emerging as priority topics. Strategic maps helped us classify the field’s driving themes and emerging directions. Overall, the results show that ecocriticism has moved past classical literary analysis toward an interdisciplinary ecological paradigm. We hope this analysis results in a useful conceptual guide for future research.

Discourse and Linguistic Dimensions of Flamenco: A Systematic Review on Oral Tradition, Identity, and Cultural Narratives

Macarena Cortés Vázquez, Alicia Villán Rodríguez — Sat, 12 Sep 2026 15:37:13 +0300

Flamenco has evolved from a local cultural expression to a global heritage recognised by UNESCO in 2010, establishing itself as an artistic, linguistic, and communicative phenomenon. Beyond its aesthetic dimension, it is articulated as a multimodal language where music, voice, gestures, and silence generate meanings and cultural narratives. However, research on its discursive and identity dimensions remains fragmented. This study aimed to systematise scientific production from 2015 to 2025 around four axes: conceptualisation of flamenco as multimodal discourse, its role in the construction of identities, the function of orality, and its educational potential. This systematic review followed the PRISMA model, using the PICOS criteria, and the databases Dialnet, Web of Science, and Scopus were consulted. Thirty peer-reviewed articles with linguistic, identity, or narrative approaches were selected. The results show that flamenco constitutes an integral language characterised by brevity, connotative silence, and bodily expressiveness, with new approaches from digitalisation and hybrid stylisation. In terms of identity, it appears as a space of symbolic dispute: from marginality to its political and heritage appropriation, as well as its re-signification in international contexts such as Japan and Brazil. Orality emerges as the core of cultural transmission through songs, proclamations, and intergenerational memories, acting as a living archive. In the educational sphere, the findings indicate that flamenco may contribute to the development of linguistic, emotional, and intercultural competencies. However, its educational implementation remains uneven, and it is frequently constrained by limited teacher training, curricular integration challenges, and the absence of consolidated pedagogical frameworks. Overall, flamenco emerges as a complex cultural and linguistic discourse undergoing continuous transformation, whose educational and identity-related implications vary depending on sociocultural contexts, methodological approaches, and institutional support.

Drivers of Multifaceted Parental Involvement: The Role of SES versus Child-Rearing Values

Gabriella Pusztai, Ágnes Dusa, Katinka Bacskai — Sun, 27 Sep 2026 23:16:52 +0300

Parenting today is increasingly challenged by the pervasive digital content delivered through various devices and channels. Cross-national research has consistently demonstrated that cultural, religious, and socioeconomic factors influence parental values and preferences regarding child-rearing. However, much less is known about how these values are enacted in everyday parenting practices within families. This study examines the relationship between parenting value preferences, social status, and the multifaceted home-based parenting practices. We hypothesized that parents with higher socioeconomic status and postmaterialist value preferences would engage in multifaceted home-based parenting activities. Moreover, we expected value preferences to be a stronger predictor than socioeconomic status. We analysed data from a large-scale Hungarian survey (KINCS Value-Creating Child-Rearing 2020, N=1156) using binomial logistic regression. Clusters of parental social status and factor-analysed dimensions of value preferences were included as covariates. Contrary to our hypothesis, parenting value preferences showed a stronger association with home-based parenting activities than socioeconomic indicators. Unexpectedly, traditional rather than postmaterialist values emerged as the strongest positive predictor of parenting diversity in the home.

Translanguaging Practices in Kazakh as an L2: Insights from Multilingual Classroom Pedagogy

Sun, 27 Sep 2026 23:51:23 +0300

The article examines translanguaging practices in teaching Kazakh to Turkic-speaking students as part of a qualitative study from a psycholinguistic perspective. The relevance of the work lies in the growing interest in translanguaging as an alternative to the monolingual educational model and the insufficient development of its cognitive mechanisms in the context of teaching Kazakh. The purpose of the study is to analyze how translinguistic strategies manifest in the process of oral speech formation and relate to the peculiarities of language processing and affective learning factors. The methodological basis consisted of a qualitative design. The data were obtained through semi-structured interviews with students from Turkmenistan who are studying Kazakh. The analysis was carried out using thematic analysis, which enabled the identification of stable semantic models in descriptions of linguistic experience. Special attention was paid to internal translation strategies, the role of intermediate languages, subjectively perceived cognitive load, and the level of speech anxiety. The results show that at the initial stage of learning, students often form thoughts in their native language, then translate them into Kazakh. Kazakh is used as the medium of instruction as a result of the trinity languages: As the language is mastered, there is a transition to a more direct understanding and formation of an utterance without relying on internal translation, which may indicate a gradual automation of language processing. Using a native or intermediate language is also associated with reduced anxiety and increased confidence in oral communication. Thus, translanguaging is considered a dynamic psycholinguistic process that reflects the peculiarities of students' multilingual cognitive organization.

Psychological Determinants of Mathematics Achievement Among Saudi Students: Evidence from PISA 2022

Mon, 28 Sep 2026 00:06:04 +0300

Mathematics performance reflects a complex interaction of psychological (emotional), social, motivational, and structural factors; however, prior research has typically examined these variables in isolation, limiting understanding of their combined effects, particularly within Middle Eastern contexts. This study investigates the relative impact of emotional, social, motivational, and structural variables on mathematics achievement among Saudi students using data from PISA 2022. A cross-sectional design was employed with a nationally representative sample of 6,928 students, and mathematics achievement was measured using ten plausible values. Hierarchical regression analysis was conducted to assess the incremental contribution of psychological variables beyond gender and socio-economic status. The findings suggest that mathematics anxiety was the strongest psychological predictor of achievement (β = −0.185, p < .001), while school belonging demonstrated a weak positive effect (β = 0.038, p = .008). In contrast, motivation was not statistically significant (β = −0.021, p = .123), and life satisfaction showed a weak negative association with achievement (β = −0.051, p < .001). The inclusion of psychological variables increased the explained variance by 3.6% (f² = 0.041). These results suggest that emotional processes, particularly mathematics anxiety, play a central role in shaping academic performance beyond structural factors, whereas motivation may operate indirectly. The findings underscore the importance of prioritizing interventions that target mathematics anxiety, as such approaches are likely to yield greater improvements in academic outcomes than strategies focusing solely on motivation or general well-being, consistent with the educational priorities outlined in Saudi Arabia’s Vision 2030.

Adaptation and Psychometric Properties of the Academic Stressors Questionnaire Among Peruvian University Students

Mon, 28 Sep 2026 11:28:03 +0300

University life is characterized by diverse academic demands that, when sustained over time, may be perceived by students as difficult to cope with and may be associated with various indicators of academic and psychological adjustment. In this context, there is a need for instruments that assess academic stressors and provide adequate psychometric evidence and contextual relevance. The present study aimed to analyze the psychometric properties of the Academic Stressors Questionnaire among Peruvian university students. An instrumental, cross-sectional study included 700 students aged 18–46 years (M = 21.33; SD = 4.18). The instrument was linguistically adapted from Portuguese into Spanish, and its content validity was assessed through expert judgment. We then conducted descriptive item analyses, computed polychoric correlations, fitted a confirmatory factor model using WLSMV, tested measurement invariance across gender, and estimated internal consistency using ordinal alpha and omega. The results supported a 12-item unidimensional structure with adequate item performance, factor loadings ranging from 0.59 to 0.80, and acceptable incremental fit (CFI = 0.982; TLI = 0.978; SRMR = 0.064). Configural, metric, scalar, and strict invariance across gender were also supported. High levels of internal consistency were also observed (ordinal α = 0.91; ordinal ω = 0.91). It is concluded that the questionnaire provides initial evidence of content and construct validity, as well as satisfactory internal consistency. These findings support its preliminary use for assessing academic stressors in Peruvian university students, while further studies are required to corroborate its psychometric properties.

Professional Training Needs for Digital Pedagogy and Teacherpreneurship: Implications for Teacher Professional Development Curriculum Design

Rusman Rusman, Babang Robandi, Wawan Setiawardani — Mon, 28 Sep 2026 12:14:43 +0300

Indonesia's elementary school teachers face a preparation gap that is both substantive and structural: digital pedagogy and teacherpreneurship are now practical classroom demands, yet training systems remain misaligned with what practitioners actually need. This study examines that gap from the inside out. Using existential phenomenological inquiry, we engaged 25 elementary school teachers in West Java in semi-structured group interviews, analysed through Colaizzi's descriptive phenomenological method with the Concerns-Based Adoption Model as a sensitising framework. Findings span three concern levels. At the self-concern level, teachers show high awareness of digital transformation alongside fragile professional identity and acute practical-competence gaps, shaped by the absence of structured preparation. At the task-concern level, findings document fragmented, theory-weighted training, infrastructural inequity, and administrative workloads that exclude professional learning from daily routines. At the impact-concern level, teachers recognise digital tools' pedagogical potential and articulate a teacher-generated specification for an integrated training pathway spanning content creation, entrepreneurial practice, financial literacy, and sustainability ethics, while voicing ethical concern about a widening digital divide. These concern-level findings synthesise into two themes answering the study's two research questions: teachers' specification of their own training needs for digital pedagogy and teacherpreneurship, and their account of how those needs should be integrated into curriculum design, teaching materials, and classroom practice. The study concludes that addressing these needs requires reorienting professional development curricula away from episodic, generic provision toward needs-based programme design, differentiated by concern profile, contextually embedded, and calibrated to teachers' own aspirations.

Language Interference in Learning Kazakh as a Cognate Language: An Analysis of Turkmen Students’ Written Discourse

Mon, 28 Sep 2026 15:58:27 +0300

In recent years, the growing number of Turkmen students enrolled in higher education institutions in Kazakhstan has posed new methodological challenges in teaching Kazakh as a cognate language. Although Kazakh and Turkmen are typologically related, differences in their phonetic, morphological, lexical, and graphemic systems result in systematic language interference that undermines the cohesion and coherence of students’ written academic discourse. This study aims to identify interference-related errors in the written texts of Turkic-speaking (Turkmen) learners of Kazakh and to examine their impact on textual cohesion and coherence. The study adopts a mixed-methods research design combining qualitative and quantitative approaches. The empirical data consist of summary texts produced by A1-level Turkmen students at a Kazakhstani university. Interference-related errors were identified through Error Analysis, supported by a comparative-typological analysis of Kazakh and Turkmen. Textual cohesion and coherence were examined using discourse models proposed by Halliday, Hasan, and van Dijk. The findings indicate that language interference is systematic and operates across multiple linguistic levels. Morphological interference weakens intersentential grammatical relations, particularly in the use of case, possessive, and personal markers. Graphemic interference, including the mixing of Cyrillic and Latin scripts, further reduces the academic acceptability and readability of students’ written texts. Overall, the study demonstrates that interference should be understood not merely as a set of isolated linguistic errors, but as a cognitive–discursive phenomenon that directly affects the quality of written discourse. These findings underscore the pedagogical value of translanguaging and contrastive instructional approaches for teaching Kazakh to Turkic-speaking learners.

Awareness in the Age of Screens: A Comparative Analytical Study of Mindfulness and Digital Gaming Patterns Among Adolescents

Yahya M. Khatatbeh, Bandar S. Alzahrain — Tue, 29 Sep 2026 01:08:39 +0300

The increasing prevalence of digital gaming among adolescents has raised concerns regarding its potential impact on attentional regulation and mindfulness. However, existing research remains inconsistent and theoretically fragmented, particularly in integrating demographic characteristics with behavioral gaming patterns. This study examines how gaming intensity and play-style, alongside demographic factors, relate to mindfulness among adolescents. A cross-sectional design was employed with a sample of 373 adolescents. Mindfulness was assessed using the Clinical Assessment of Mindfulness in Children and Adolescents (CAMM). Multiple linear regression was conducted to identify significant predictors of mindfulness, while two-way factorial ANOVAs examined the effects of gaming intensity (daily hours, weekly frequency) and play-style (device type, game type). The regression model was significant (F(6, 366) = 3.135, p = .005; R² = .045). Gender (p = .044), perceived socioeconomic status (p < .001), and game type (p = .037) were significant predictors. Lower mindfulness scores were observed among participants who engaged in ≥5 hours of gaming per day. Weekly gaming frequency was not significant independently but showed a significant interaction with daily gaming duration. Device type was not a significant factor. These findings indicate that gaming-related variables exert modest effects on mindfulness, suggesting that adolescent attentional regulation is more strongly influenced by broader psychosocial factors.

Development and Validation of a Psychometric Scale for Genetically Influenced Behavioral Patterns in School-Aged Children: An Exploratory Factor Analysis

Bander N. Alotaibi, Ahmed A. Alabbasi, Eid G. Abo Hamza, Alaa Eldin A. Ayoub — Tue, 29 Sep 2026 01:36:58 +0300

The purpose of this study was to develop and validate a teacher-rated behavioral scale to identify behaviorally stable patterns in school-aged children that are conceptually grounded in behavioral genetics theory. The scale does not measure genetic variation, and no genetic or neurobiological data were collected. Using an instrument comprising 30 items aligned with the principles of behavioral genetics theory, data were collected from 124 teachers of kindergarten, primary, middle, and high school pupils in Riyadh. Using principal axis factoring with prompt rotation, exploratory factor analysis revealed a three-factor structure composed of 14 items assessing externalizing behavioral dysregulation, 9 items assessing attentional dysregulation, and 7 items assessing social withdrawal and anxiety that explained 69.55% of the variance. The internal consistency of the scale was strong (α = .959), whereas the sampling adequacy was strongly supported, with KMO= .92 and a significant Bartlett’s test (p < .001). According to the results of the ANOVA, educational level significantly differed: compared with primary and middle school pupils, kindergarten pupils scored higher. According to the regression analysis, educational level was the only significant predictor (B = -0.43, 95% CI [-0.77, -0.10], p = .012), although the model explained only 6.4% of the variance. Horn parallel analysis supported the factor retention. No evidence of convergent or discriminant validity was obtained, and furthermore, no content validity was quantified. The results therefore provide initial evidence of the internal structure and reliability of the scale within a Saudi sample rather than establishing it as a validated instrument.

Exploring Readiness for Inclusive Education: Insights from Pre-service Teacher Education

Aigul Yeleussiz, Gulnar Assanova, Arfenya Khachatryan, Aizhan Kurkimbayeva — Tue, 29 Sep 2026 02:06:41 +0300

Inclusive education has become a central priority within global and national educational reform, yet the readiness of future teachers to enact inclusive practices remains a significant concern. This qualitative exploratory study examined how pre-service teachers at one university in Kazakhstan understood inclusive education and relational practices, how they perceived their preparedness and confidence to enact inclusive teaching, and what social, institutional, and pedagogical conditions they perceived as shaping their readiness. Data were collected from 53 pre-service teachers through 6 focus group discussions, 7 semi-structured individual interviews, and written reflections, and analyzed using thematic analysis. The analysis generated three overarching themes: developing understandings of inclusive education, uncertainty about preparedness to teach inclusively, and conditions that constrain and enable inclusive practice. Participants generally understood inclusion in terms of fairness, participation, belonging, and responsiveness to learner diversity, although narrower disability-focused understandings remained evident. A central finding was a gap between commitment to inclusive principles and confidence in translating them into classroom practice. Readiness was also perceived as shaped by practical experience, pedagogical modeling, resources, class size, institutional conditions, and social relationships. Interpreted through relational pedagogy, the findings suggest that readiness for inclusive teaching extends beyond knowledge and positive attitudes to encompass relational responsiveness, practical capacity, and the conditions within which teaching occurs. The study highlights the need for teacher education in Kazakhstan to integrate inclusive and relational pedagogies more systematically across coursework and practicum experiences.

International Recognition vs. Domestic Viability: Applying Coggins’s Recognition - Coordination Model to the 2017 Iraqi Kurdish Referendum

Tue, 06 Oct 2026 22:41:35 +0300

On 25 September 2017, the Kurdistan Region of Iraq held an independence referendum that delivered an overwhelming “Yes” vote yet produced neither recognition nor statehood. Why did a high-mobilization secession bid by an entity with long-standing de facto autonomy fail so quickly? This article tests Bridget Coggins’s recognition–coordination model against domestic “viability” explanations centered on elite incentives, institutional cohesion, and political economy. It argues that the binding constraint on Kurdish state emergence was international admission: pivotal states and regional powers coordinated around Iraq’s territorial integrity, preventing any recognition cascade. Domestic viability nonetheless conditioned both the referendum’s strategy and its aftermath. Intra-elite rivalry, contested institutional legitimacy, party-segmented coercive authority, and rentier fiscal vulnerability reduced bargaining leverage and amplified external perceptions of risk, reinforcing coordinated non-recognition. Integrating admission and viability, the article shows how referendums can generate strong democratic signals yet fail when recognition thresholds are high and regional veto players can impose rapid costs. It contributes to comparative secession scholarship by specifying how domestic governance signals interact with external coordination to foreclose state emergence in regionally constrained settings.

Reframing Education for Sustainable Development Through Deep Ecology: A Systematic Review and Transformative Education Framework

Tue, 06 Oct 2026 23:02:49 +0300

Education for Sustainable Development (ESD) is widely regarded as the primary educational response to global ecological crises; however, it is frequently criticised for its anthropocentric and instrumental orientation. Deep ecology, with its emphasis on the intrinsic value of all beings and the relational nature of existence, offers a radical philosophical foundation for reorienting sustainability education toward ontological and ethical transformation. Research connecting deep ecology and education, however, remains fragmented and lacks a systematic synthesis. This study therefore conducts a Systematic Literature Review (SLR) of 34 peer-reviewed articles, retrieved through a structured Scopus search, screened following PRISMA guidelines, and analysed by qualitative thematic synthesis. The findings indicate that deep ecology is predominantly conceptualised as an ethical and philosophical foundation, while experiential and nature-based pedagogies dominate its practical application. Reported outcomes concentrate at the level of ecological awareness and value orientation; fewer studies reach ecological identity, and fewer still report sustained sustainability action. A gap analysis across five domains curriculum, teaching practice, teacher beliefs, policy, and assessment shows deep ecology to be partially addressed rather than systematically integrated. In response, the study proposes the Deep Ecology Transformative Education Framework (DETEF), a five-stage model linking ethical reflection, relational understanding, ecological identity formation, experiential engagement, and action integration. DETEF bridges deep-ecological philosophy and transformative educational practice within ESD, offering clear guidance for curriculum development, pedagogical innovation, and empirical inquiry. The framework provides a structured pathway for embedding deep ecology into ESD, thereby fostering ontological and ethical transformations in both learners and educators.

Societal Advancement and Civilizational Reform in the Prophetic Model

Rohile Mohammad Gharaibeh — Wed, 07 Oct 2026 22:04:46 +0300

This research is intended to define the concept of societal progress (advancement) and to identify the fundamental characteristics and forms of this concept. It also intends to outline the most critical levels of the societal progress project as viewed by Islam; to illustrate how the individual will develop and mature into a contributor to the process of societal progress; and to present strategies to achieve an overall and total societal Renaissance. This study employs qualitative thematic document analysis, supported by inductive coding and interpretive synthesis, to examine Qur’anic, Prophetic, classical Islamic, and contemporary scholarly sources concerning societal advancement and civilizational reform. The findings showed that societal progress means regaining the position of the society within civilizational development after passing a stage of weakness and stagnation. Processes of advancing society are based on two major dimensions. First, the construction of the individual in his intellectual, psychological, spiritual and physical aspects. Second, the construction of society at all political, social, scientific, technological and economic levels with full strength. It can be concluded that in order for society to develop according to the Islamic outlook on the issue, it is important to start with personal reforms and end up with structural reforms. In addition to that, it should be noted that there could be an opportunity for Muslims to utilize the Prophetic model as a framework which will not make them abandon their basic tenets while moving forward in the face of global challenges.

English Language Policy in Bedouin Secondary Schools: A Qualitative Case Study of Rahat

Samar Abughaith, Elana Shohamy — Fri, 09 Oct 2026 08:16:01 +0300

Language-in-education policy is viewed as an agent of social mobility and equity in multilingual societies. However, its practices tend to produce linguistic hierarchies that threaten minority learners. This qualitative case study examined the adoption and institutional mediation of national English language education policy in Bedouin secondary schools in Rahat. The research analyzes the interaction between policy expectations, academic practices, and local sociolinguistic contexts through semi-structured interviews with teachers, students, and policymakers using a lens of Spolsky’s model of language policy, Shohamy’s critique of language policy, and Hornberger’s biliteracy. Results show that policy discourse remains disconnected from classroom practice, such as test-driven instruction, structural under-resourcing, and the exclusion of students’ multilingual repertoires. In this sense, English functions as a gatekeeping policy that shapes the trajectory of learning and contributes to cumulative educational stratification. Teachers use localized and/or contextualized pedagogical adaptations as an effort to reduce exclusion but these are informal and unsupported. In laying out the experience of Bedouin educators and students, this research provides new insight into English gatekeeping that is process-driven and contributes to international debates on language policy, multilingual education, and educational justice for the marginalized.

Exploring Functional Literacy Research in School Education: A Bibliometric Mapping of Trends and Collaborations

Sun, 11 Oct 2026 05:53:16 +0300

This study maps the trends, collaborations, and thematic developments of functional literacy research in school education using a bibliometric approach. Data were retrieved from the Scopus database using targeted queries related to functional literacy, resulting in a final set of 730 documents after data filtering and cleaning. Analyses were conducted using Biblioshiny R and VOSviewer to examine publication trends, author and institutional collaborations, and keyword-based thematic structures. The findings reveal a significant growth in publications on functional literacy since 2018, and 2023–2024 saw their highest levels. Research output over this period has been largely led by scholars from the United States, the United Kingdom, and China, whereas growing contributions from researchers in developing countries have also broadened research perspectives. The majority of publications appear in education journals, as well as substantial contributions in health, economics, and multidisciplinary fields, thus illustrating the cross-sector nature of functional literacy research. Although author and institutional productivity remain relatively dispersed, several highly cited foundational works from health literacy, education, and economics continue to shape the field’s conceptual development. Six major clusters emerging from the thematic analysis include education and curriculum, health literacy, socioeconomic contexts, cognitive and developmental issues, adolescent and public health concerns, and epidemiological dimensions of illiteracy. Further, recent research trends point toward evolving areas, such as digital literacy, artificial intelligence, computational thinking, social media, mobile applications, and critical literacy, which underline the growing importance of functional literacy as a core competence for navigating technological change and the demands of 21st-century education. These observed patterns open up opportunities for future interdisciplinary research connecting digital transformation, social inequality, and literacy practices within school education.

International Student Experiences in Montreal: Comparing Racialized Asian and White European International Students

Roberta Soares, Marie-Odile Magnan, Yifan Liu, Fabiola Melo — Sun, 11 Oct 2026 06:07:24 +0300

This qualitative study compares the experiences of Asian international students (from China, Korea, and India) with those of European international students who do not identify as visible minorities (from France, the United Kingdom, and the Czech Republic) at universities in Montreal. Semi-structured interviews were conducted with 41 students: 31 Asian international students (27 from China, 1 from Korea, and 3 from India) and 10 European international students (8 from France, 1 from the UK, and 1 from the Czech Republic). Thematic analysis was guided by a theoretical framework focused on othering and discrimination, accounting for intersecting forms of oppression and privilege. This study intentionally contrasts the experiences of racialized international students (in this case, Asian students) with those of non-racialized international students (in this case, white European students), with particular attention to Chinese and French students, two major international groups in Quebec. While acknowledging that not all European students are non-racialized, this comparison highlights how, in the Global North, white international students tend to integrate more easily. In contrast, students from the Global South often face additional barriers such as racism, othering, and structural exclusion. Quebec provides a particularly meaningful setting due to its strong emphasis on French-language protection and its distinct model of integration (interculturalism). This context adds complexity to the experience of international students in both academic and public spaces. Findings reveal that while some Asian students reported positive experiences, others encountered racism, microaggressions, and language-based exclusion. European students did not report such experiences. The conclusion provides recommendations.

A Meta-Analytic Investigation of the Relationship Between Language Ecology and Language Sustainability: Evidence from Kazakh Language Studies in the Digital Media Ecosystem

Zhakyp Beisenuly, Karakoz Yersultanova, Markhaba Auganbayeva, Gulnar Mamayeva — Sun, 11 Oct 2026 23:01:18 +0300

The present study examines the relationship between language ecology and language sustainability in the context of Kazakh language use within the digital media ecosystem. Drawing on a meta-analytic design, it synthesizes empirical findings from 22 studies with a total sample size of 255,150. The analysis focuses on how ecological conditions, including language policy, digital content availability, identity-related factors, educational settings, and computational linguistic capacity, are associated with sustainability outcomes for Kazakh in digital environments. A random-effects model was employed due to the methodological and conceptual diversity of the included studies. The overall pooled effect size indicated a large, positive, and statistically significant association between language ecology and language sustainability (r = .64, 95% CI [.04, .90], p = .039). However, substantial heterogeneity was observed, suggesting that the strength and direction of this relationship vary across research designs, data sources, sustainability types, and levels of digital media integration. Moderator analyses further showed that publication year, data collection tools, sample characteristics, ecological context, and digital platform type shape the observed effects. The findings highlight the importance of integrating ecological and digital approaches to support the long-term sustainability of Kazakh.

Competence Recognition, Workplace Culture, and Selective Absorption in a Triple Helix Fast-Track Pathway: A Qualitative Case Study from Indonesia

Zainal Arifin, Kurniawan Sigit Wahyudi, Nabila Naila Fatin — Mon, 12 Oct 2026 06:43:16 +0300

This study examines how the fast-track pathway in the two-year associate degree program (D2) linking a vocational high school, a polytechnic, and an industry partner operates as a cross-institutional arrangement for educational progression, competence recognition, workplace learning, and employment transition in Indonesia. A qualitative single-case study used semi-structured interviews, contextual non-participant observations, institutional and policy documents, and program artifacts, with data analyzed thematically. The findings reveal interconnected but institutionally distinct processes. Partnership governance operated through differentiated institutional roles, with the polytechnic acting as an intermediary between the vocational high school and the industry partner through recurring coordination and curriculum synchronization. The skill passport made prior competence visible across institutional boundaries, while Recognition of Prior Learning (RPL) provided conditional, standards-based verification for academic progression. Extended industry immersion embedded workplace learning within the curriculum and supported professional socialization through authentic industrial participation. Selective absorption operated as an employer-side gatekeeping process during the transition to direct employment. Of 25 pathway participants documented in the program report, five were recruited by the industry partner, representing 20% direct absorption rather than the cohort's overall employment rate. Recruitment remained subject to selection requirements, workforce demand, and available positions. The case shows that competence recognition and workplace preparation can be institutionally coordinated while employment conversion remains governed by a distinct employer-side decision process. These findings highlight coordinated governance, credible competence recognition, sustained workplace learning, and transparent employment transition in vocational pathway design.

Civic Engagement Index of Kazakhstan: Critical Review on Methodology, Measurement, and Empirical Results

Alua Zholdybalina, Saltanat Yermakhanova, Sagynysh Akhantayeva — Mon, 12 Oct 2026 08:43:20 +0300

The post-Soviet region is experiencing sustained political transformation, reflected in power transitions within several Central Asian states, the escalation of the Russia-Ukraine military conflict, the growing relevance of the Afghan factor, and other regional challenges. These developments contribute to a volatile and rapidly evolving political environment. Competition among collective identities and alternative future-oriented narratives shapes this transformation and significantly influences the developmental trajectories of post-Soviet states. Under these conditions, civil society plays an increasingly important role. In particular, citizens’ participation in decision-making and the level of national social capital are key determinants of states’ capacity to formulate, pursue, and safeguard their strategic interests. The study aims to assess the level of civic engagement in Kazakhstan in the context of ongoing socio-political transformation. Drawing on official statistical indicators and sociological survey data, the paper develops the Civic Engagement Index of Kazakhstan, an integrated measurement tool designed to capture both the structural characteristics and temporal dynamics of public participation in core decision-making processes. The empirical results demonstrate the robustness and analytical utility of the proposed index as an instrument for systematic monitoring of civic engagement and for evaluating the effectiveness of institutional and governance reforms.

Exploring the History of Translation and Interpreting Studies in Ancient Egypt

Ahmed Mohamed Mohamed Youssef — Wed, 21 Oct 2026 08:18:24 +0300

This study examines multilingual mediation in Ancient Egypt (c. 2400–196 BCE) as a pre-classical case for Translation and Interpreting Studies (TIS). Using a qualitative historical-comparative and source-critical approach, it analyzes selected materials from the Pyramid Texts, Amarna Letters, Egypt–Hatti Peace Treaty, and Rosetta Stone through Descriptive Translation Studies, Skopos-oriented analysis, and Relevance-oriented analysis. The strongest comparative evidence comes from the Egypt–Hatti Treaty and Rosetta Stone, where structural correspondence coexists with selective functional, rhetorical, and cultural variation. The Amarna Letters document multilingual diplomacy without surviving parallel Egyptian translations, while the Pyramid Texts primarily illustrate diachronic textual transmission and intralingual adaptation. The findings show that these corpora represent different forms of linguistic mediation and should not be treated as equivalent evidence of translation or interpreting. The study contributes to translation historiography by extending TIS inquiry beyond conventional Graeco-Roman narratives while emphasizing the limits of retrospective theoretical analysis. It also proposes a pedagogical application for translator education.