Journal of Culture and Values in Education

Implementation of Human Security Values for Building Student Resilience: A Case Study of SMPIT Baitussalam Prambanan Indonesia

Victor Novianto — 2025-10-22

This study explores the implementation of human security values at SMPIT Baitussalam Prambanan Indonesia and examines their role in fostering student resilience. Employing a qualitative case study design, this study collected data through observations, interviews and document analysis, with triangulation used to ensure data validity. Findings indicate that human security principles, encompassing economic, food, health and environmental security, as well as student political participation, are systematically integrated into the school’s policies and daily practices. The establishment of such values fosters the creation of a safe and inclusive learning environment that empowers students, thereby contributing to their emotional resilience and social and academic development. The study demonstrates that the implementation of these principles not only ensures students’ safety and well-being but also enhances their capacity to adapt and prosper in the face of academic pressures and social challenges. This research highlights the significant potential of the concept of human security in educational settings, suggesting that it can function as a protective framework and a source of empowerment. The findings suggest that educational institutions can develop strategies to cultivate student resilience, thereby equipping them with the skills and knowledge required to effectively navigate complex, dynamic environments.

Living, Teaching, and Belonging: How Shared Experiences Shape the Identity of Filipino Teachers in Thailand

William Perales — 2025-10-22

This ethnographic study aims to examine the shared experiences of five Filipino teachers in Thailand, focusing on how they shape group identity and promote social cohesion. Guided by the Community of Practice (CoP) framework, the study employed ethnographic observation and semi-structured individual interviews to examine how cultural adaptation, communal support, and shared practices affect both the professional and personal lives of migrant teachers. Findings revealed that Filipino teachers faced substantial adjustments in adapting to Thailand’s teaching environment, especially in terms of pedagogy, cultural norms, and institutional structures. However, the participants also revealed that shared identity and support from fellow Filipinos served as critical mechanisms for resilience and adaptation, with cultural gatherings and traditions strengthening social bonds and alleviating homesickness. This study highlights the dynamic nature of CoPs, emphasizing how shared experiences and communal support networks evolve to address the challenges of transnational teaching contexts. These findings have important implications for educational institutions, community organizations, and policymakers in creating culturally responsive environments to support migrant teachers. This research not only explores the relationship between shared experiences, group identity, and social cohesion but also contributes to an understanding of the lived experiences of migrant teachers, providing actionable insights into building inclusive and supportive communities in multicultural environments.

Charity Work and Religious Orientation: The Experience of the Student-Age Population

Ademi Sembinova — 2025-10-22

This study aims to examine the impact of religious orientation on charitable behaviors among student-aged populations in Kazakhstan, highlighting the impact of internal and external orientations on charitable involvement, social responsibility, and empathy. Using the Intrinsic and Extrinsic Religious Orientation Scale together with the Philanthropic Activities Scale, the analysis draws on data from 128 students across various regions of Kazakhstan, thereby reflecting regional and cultural diversity. Internal religious orientation, defined as belief functioning as a central element of identity and moral guidance, is distinguished from external orientation, where religious practice is shaped more by social pressures and extrinsic factors. The findings reveal that internal religious orientation is strongly associated with positive attitudes toward charitable activities, higher levels of empathy, and greater participation in social initiatives, suggesting that students guided by intrinsic belief systems are more committed to philanthropy and social responsibility. In contrast, external orientation also relates to charitable engagement but has a weaker effect, indicating that extrinsic motivations are less effective in sustaining long-term philanthropic behaviors. These findings underscore the importance of intrinsic religious motivations in shaping youth philanthropy, suggesting that policymakers and educators should prioritize the integration of internalized beliefs into initiatives that encourage sustained participation in social causes. This study thus deepens understanding of the relationship between religion and social responsibility while providing practical recommendations for fostering empathy, responsibility, and engagement within Kazakhstan’s younger generation.

Effectiveness of a Values Education Program for Preschool Students: A Teacher-Based Evaluation Study

Derya Kayıran — 2025-10-22

The purpose of this study is to investigate the effectiveness of the Preschool Values Education Program, which was developed in line with the values identified through a needs analysis and prepared in accordance with the Taba Curriculum Development Model. The effectiveness of the program was examined through pre-test, post-test, and retention test measurements, as well as teacher evaluations. The research was designed as a Case Study Based on Program Effects. The study group consisted of six preschool teachers working in a kindergarten and 110 preschool students in Kahramanmaraş, Türkiye. Data collection tools were the Value Acquisition Evaluation Form and interview forms. The interview data were analyzed using the Descriptive Analysis Technique, while data from the Value Acquisition Evaluation Form were analyzed with the Wilcoxon Signed-Rank Test and the Friedman Test. Findings indicated that teachers considered the Preschool Values Education Program both effective and lasting for students.

Cultural Heritage Management as a Strategy for Local Development in the District of La Jalca, Amazonas

Maritza Revilla Bueloth — 2025-10-22

The management of cultural heritage by conserving and promoting its tangible elements seeks to integrate conservation with socioeconomic benefits, thus strengthening social cohesion. The main objective of this study was to analyze how cultural heritage management contributes as a strategy to local development in the district of La Jalca, Peru. An ordered logistic model (ologit) was applied to surveys of fifty villagers, and variables such as education, conservation, financing, and participation were evaluated. The results show that level of education, active conservation, and resource allocation all significantly increased the valuation of heritage, while age had no relevant impact. It is concluded that effective management requires inclusive cultural education, sustainable financing, and qualitative participation, through the adaptation of international experiences to the context of the region, with emphasis on integrating elements of intangible heritage and articulated policies for balanced development.

Cultural Sensitivity among University Students: Evidence from Jordan

Ibrahim El-Shara — 2025-10-22

This study aims to investigate how university students at the University of Jordan demonstrate cultural sensitivity. The researchers developed a 40-item Cultural Sensitivity Scale divided into three subdomains, using a five-point Likert scale. The validity and reliability of the scale were confirmed, and it was administered to a sample of 198 students. The findings revealed that the overall level of cultural sensitivity—particularly in the subdomains of respect for cultural differences and trust and attentiveness during interactions—was moderate. However, students displayed a high level of cultural sensitivity in the domain of engagement and enjoyment in interactions with others. The study highlights a moderate representation of cultural sensitivity among students at the University of Jordan, with particularly high engagement in interpersonal interactions. Recommendations include raising awareness and encouraging activities that promote respect for cultural differences and strengthen interpersonal communication among university students.

Formation of Cultural Values: Case Study in the Era of Globalization

Tlek Bolatbekovna Zhunussova — 2025-10-22

Research shows that language functions not only as a means of communication but also as a powerful force in shaping cultural identity and social values. Nevertheless, limited research has examined how language affects the development and transmission of cultural values among children, especially within multilingual and multicultural settings in the context of globalization. This study examines the role of language in shaping and nurturing cultural values among young teenagers in Kazakhstan’s linguistically diverse environment. Its primary objective is to explore the underlying mechanisms and contributing factors, as well as to understand how language supports the formation of cultural identity and moral principles in younger generations. The research draws on a survey-based experiment conducted among school students in Akmola region, collecting 244 responses from adolescents. This approach enables systematic data collection from a large sample, allowing for statistical analysis of the relationships between linguistic factors and value perceptions. The data were analyzed using descriptive statistics, binomial tests, generalized linear latent and mixed models (GLLM), and cluster analysis to identify significant relationships between language and cultural values. The findings reveal key patterns in national and cultural identity formation, emphasizing the role of language in shaping social attitudes and civic engagement. Additionally, the study examines the impact of globalization on cultural transmission and highlights the importance of language in fostering intercultural dialogue. The findings offer insights into identity development and provide recommendations for educational policies aimed at enhancing cultural awareness among youth.

Developing Intercultural Communication Course: Key Considerations for a Jordanian Context

Nada Eltaiba — 2025-10-22

There is a growing interest in incorporating intercultural studies into higher education curricula, reflecting their increasing relevance in a diverse global society. This research aims to examine the essential intercultural knowledge and skills required for effective engagement with Jordanian communities. The study aimed to answer the question, “What are the key considerations when developing intercultural communication courses within the Jordanian context?” This qualitative, participatory, and exploratory study involved seven academics in 2024 who engaged through meetings and WhatsApp groups to reflect on the subject, analyze data, and review findings. Thematic analysis revealed the importance of understanding cultural and religious dimensions, political and social considerations, and communication styles. The findings emphasize the need for sustained cultural competence training for future graduates to ensure their ability to engage effectively with diverse communities and promote inclusive, culturally responsive practices that honor and integrate distinct cultural and religious values.

The Ethics and Moral Values in Digital Education: A Cluster-Based Exploration of Student Perspectives

Galymzhan Tantakov — 2025-12-20

As digital education continues to expand, ethical concerns such as data privacy, academic integrity, accessibility, ethical awareness, and moral values have become increasingly important. This study aims to examine students' perceptions of these ethical dimensions in digital learning environments using a quantitative research design with a cross-sectional survey methodology. Data were collected from 193 students at two educational institutions in Kazakhstan. An online survey, administered via Google Forms, allowed students to participate voluntarily and anonymously. Using cluster analysis with the Hartigan-Wong k-means algorithm, three distinct student groups were identified based on their ethical awareness and moral values. Cluster 1 showed moderate-to-high agreement with ethical principles, Cluster 2 showed the lowest ethical awareness, particularly regarding data privacy and accessibility, and Cluster 3 showed the highest ethical agreement, reflecting strong institutional support and digital literacy. The study identifies data privacy and accessibility as the most pressing concerns, with students expressing unease about personal data management and the inclusivity of digital learning platforms. Findings reveal significant differences in ethical preparedness among students, indicating that institutional policies, digital literacy levels, and socio-economic factors play a key role in shaping ethical perspectives. The study recommends targeted ethics training, improved accessibility policies, and enhanced data protection measures to foster a more equitable and ethically aware digital learning environment.

Integrating Anging Mammiri Cultural Values into Learning to Improve Students' Problem-Solving Skills

Muh Anas M — 2025-12-21

Problem-solving skills are essential in higher education, requiring contextual learning approaches grounded in cultural values. This study aimed to (1) identify students’ learning needs and formulate educational values within the Anging Mammiri culture, (2) develop a prototype of a culture-based learning model, and (3) test its effectiveness in improving problem-solving skills. A total of 109 participants were involved: 60 students for needs analysis, 5 lecturers and 5 cultural experts in the preliminary stage, 5 expert validators in the development stage, and 44 students (22 experimental, 22 control) in the evaluation stage. The research followed Plomp’s (2013) model, consisting of preliminary research, prototype development, and evaluation. Outputs included instructional syntax, lesson plans (RPS and SAP), student worksheets (LKM), essay tests, and assessment rubrics. Validation by five experts showed high feasibility, with scores of 96–100% across content, construct, and language. The Anging Mammiri syntax was based on Greenstein’s (2012) problem-solving framework defining problems, designing solutions, evaluating alternatives, selecting the best solution, and reflecting and implementing mapped to cultural traditions: Ma’manu-manu, Ma’pese-pese, Assamaturu’, Tudang Sipulung, Ma’ppadendang, and Sipakainga. Effectiveness testing with a pretest–posttest control group showed greater improvement in the experimental group (54.5%) than the control group (35%). Further analysis revealed that experimental group students could analyse problems from multiple perspectives, design contextual solutions, evaluate alternatives critically, and reflect on ecological implications. This study extends Greenstein’s framework by integrating local cultural dimensions and contributes contextual learning strategies relevant to ecological issues and the conservation of endemic species.

Educational Challenges within Ecological Systems: Multi-Stakeholder Perspectives from Urban High Schools in Southern Morocco

Fatimaezzahra Benmarrakchi — 2025-12-21

High school students worldwide face challenges that impact their academic performance and overall development, and in developing countries such as Morocco, these challenges are intensified by social, cultural, and systemic factors. Despite the critical role of secondary education as a pathway to higher education, research on the difficulties faced by Moroccan high school students remains limited. This study used a case study approach to examine educational experiences in urban public high schools in Southern Morocco, drawing on data from 110 participants (77 students, 20 parents, and 13 teachers) through focus groups and surveys. Findings show that students encounter obstacles such as difficulties in core subjects, exam-related stress, limited access to tutoring, inadequate career guidance, and insufficient psychological support. The study highlights the need to enhance student engagement, strengthen parental involvement, and foster teacher collaboration, offering practical recommendations for policymakers to improve educational outcomes.

Developing Culturally-Responsive Emotional Intelligence Programs for UAE Students: Examining Impacts on Self-Motivation, Empathetic Understanding, and Skills

Smitha Dev — 2025-12-25

The higher education landscape of the United Arab Emirates offers distinctive opportunities to examine how culturally responsive emotional intelligence (EI) interventions can improve student outcomes within Islamic and Emirati cultural frameworks. This study aims to examine the effectiveness of classroom-based EI programs adapted for UAE undergraduate students, focusing on three critical dimensions: self-motivation, empathy, and social skills. Addressing a major gap in cross-cultural EI education, the research examines how traditional EI frameworks can be modified to reflect Islamic values, Emirati cultural norms, and the multicultural nature of UAE classrooms. Using a quasi-experimental design with both qualitative and quantitative approaches, the study involved 200 undergraduate students from six universities in Dubai and Abu Dhabi. Pre- and post-intervention assessments employed a culturally adapted EI test featuring three validated subscales—Self-Motivation, Empathy, and Social Skills—aligned with local communication patterns and Islamic principles. Independent t-test results showed significant improvements across all subscales for the experimental group, indicating that culturally tailored interventions effectively improve collaborative emotional competencies among UAE students. Overall, the findings highlight that integrating local cultural and religious values into EI programs significantly strengthens social-emotional learning outcomes in higher education.

Exploring the Multidimensional Civic Identity of Adolescents in Kazakhstan

Elmira Gerfanova — 2025-12-25

Civic identity is a multidimensional construct that integrates cognitive (civic knowledge), affective (civic attitudes and values), behavioral (civic behavior), and motivational (civic motivation) domains. Understanding its development during adolescence is essential for preparing active and responsible citizens with a well-rounded civic identity. This study examines the civic identity of Kazakhstani adolescents, focusing on the relationships among these domains. A mixed-methods design was used, combining quantitative survey data (N = 488) with qualitative thematic analysis of open-ended responses. Civic values scored highest, indicating strong ethical beliefs, cultural respect, and prosocial orientations. Civic motivation received the lowest scores, revealing a gap between recognizing societal needs and being willing to act. The strongest correlations emerged between civic values, civic behavior, and civic motivation, suggesting their interdependence. Qualitative themes emphasized commitments to environmental care, cultural preservation, and social responsibility, alongside notable uncertainty and disengagement. These findings underscore the need for civic education that intentionally integrates cognitive, affective, behavioral, and motivational domains to cultivate balanced civic identities in adolescents.

Feeling of Psychological Loneliness Among Adolescent Students with Disabilities in Inclusive Education Settings and Special Care Centers: A Comparative Study

Jehad Al anati — 2025-12-26

This study examined the differences in the Feeling of Psychological Loneliness (FPL) among Adolescent Students with Disabilities (ASwD) across Inclusive Education Settings (IESs) and Special Care Centers (SCCs)in Jordan. To achieve this, an Arabic version of the University of California, Los Angeles Loneliness Scale (UCLA LS) for adolescents was developed in three formats—pen and paper, sign language, and Braille—to address the needs of ASwD in IESs. After confirming the validity and reliability of the instrument, it was administered to a sample of 672 ASwD, selected through stratified cluster sampling. The findings revealed that FPL levels among ASwD in IESs were high for students with hearing disabilities, and moderate for those with visual disabilities, physical disabilities, and learning difficulties. A statistically significant difference in FPL was also observed between ASwD and their peers without disabilities, with ASwD reporting higher levels. Moreover, disability type was found to influence FPL levels, with students with hearing disabilities experiencing greater FPL than those with other disabilities. Differences based on IESs also emerged, with students in inclusive schools reporting higher FPL levels than those in SCCs, regardless of disability type (hearing, visual, or physical). Recommendations are provided.