Journal of Culture and Values in Education

Preparing Future Teachers for a Multicultural World: Sociocultural Competence as the Foundation of Pre-Service English Language Teachers’ Professional and Personal Development

Mon, 01 Jun 2026 06:07:29 +0300

The present study examines the development of sociocultural competence (SCC) among Kazakhstani pre-service English language teachers within the framework of a targeted pedagogical intervention. Against the backdrop of ongoing educational modernisation and increased global engagement in Kazakhstan, developing SCC among pre-service English teachers has become a critical professional requirement. The study implements an SCC-focused curriculum in English language teaching and evaluates its effectiveness in developing the components of SCC, as well as the statistical relationships among those components over time. The study involved 102 students enrolled in the foreign language teacher training program, who were divided into treatment and control groups. Within the quasi-experimental design, a training program was implemented that focused on the development of sociocultural knowledge, awareness, motivational-affective readiness, and cultural adaptability. To assess the effects of the intervention, comparative analysis methods, multivariate analysis of variance, as well as linear mixed-effects models were applied controlling for repeated measurements and interindividual differences between participants. The findings confirm the multicomponent and interrelated nature of SCC and emphasize the importance of integrated pedagogical approaches to its development in the professional training system of pre-service English language teachers.

The Economic and Social Empowerment and Its Relationship to Psychological Well-Being Among Women with Disabilities

Khaled Yousef Hussein Asi — Mon, 01 Jun 2026 06:16:42 +0300

This study aimed to examine the relationship between economic and social empowerment and the psychological well-being of women with disabilities in Jordanian society, while exploring the mediating role of internalized stigma. Using a quantitative cross-sectional methodology, questionnaires were administered to a sample of 200 women with disabilities. The results revealed low average levels of economic empowerment, social empowerment, and psychological well-being, alongside a high level of internalized stigma. Regression analysis and Structural Equation Modeling (SEM) revealed a strong positive relationship, with economic and social empowerment together explaining a substantial proportion of the variance in psychological well-being. The results also confirmed the existence of a partial mediating role for internalized stigma in this relationship, indicating that a significant part of the positive effect of empowerment on psychological well-being operates through reducing the internal sense of stigma. The study emphasizes the need to adopt integrated policies and programs that enhance employment opportunities and social participation for women with disabilities, while simultaneously working to combat stigma to promote their comprehensive psychological well-being, which has important implications for policies and practices.

Social Support and General Self-efficacy among Chinese Higher Vocational Students: The Mediating Role of Engagement and the Moderating Role of Procrastination

Chang Liu, Faridah Mydin Kutty, Shahlan Surat — Mon, 01 Jun 2026 06:47:17 +0300

This study examined the relationship between social support and general self-efficacy among Chinese higher vocational students, exploring the mediating effects of engagement and the moderating effect of procrastination. This research employed a cross-sectional correlational design and a questionnaire survey to collect data. Total 417 higher vocational students from four Chinese vocational and technology colleges participated in this study. The findings demonstrated that social support was positively associated with general self-efficacy. Moreover, the relationship between social support and general self-efficacy was mediated by engagement, suggesting that social support positively influences students' engagement, which, in turn, enhances their general self-efficacy. In addition, procrastination has been shown to be a moderator that disrupts the process of translating students' mastery experience into their general self-efficacy. Based on these results, a moderated mediation model was built. The research expands the explanatory scope of self-efficacy theory and provides practical implications for educators and policymakers in Chinese vocational education.

Promoting AI Learning Motivation for the Special English Program Students at Assiut University

Mon, 01 Jun 2026 07:32:36 +0300

The objective of this study was to investigate and enhance the educational motivation of students within the Special English Language Program at the Faculty of Education, Assiut University, regarding the integration of Artificial Intelligence (AI) into their academic pursuits. As AI continues to reshape the landscape of higher education, understanding the psychological readiness of future educators is paramount. The research utilized a sample of 160 students and adopted a descriptive methodology, which was deemed the most appropriate approach for capturing the current state of student sentiment. The primary research instrument consisted of a scale specifically designed to measure motivation toward learning and utilizing AI applications. This tool was adapted and prepared by the researchers, undergoing rigorous psychometric verification to ensure the validity and reliability of the data collected. The findings revealed that students in the Special English Program generally possess a high level of motivation toward AI, indicating a positive disposition toward technological innovation in language learning. However, the results also highlighted a significant disparity between academic cohorts. Statistically significant differences were found between first-level and third-year students, with the latter showing markedly higher motivation levels. This finding is primarily attributed to the accumulated educational experience of the third-year students. Having been exposed to more specialized pedagogical training, these students have had greater opportunities to employ AI tools within practical classroom activities and authentic learning scenarios. Consequently, the study concludes with a set of recommendations aimed at integrating AI-driven activities earlier in the curriculum to ensure that all students, regardless of their year of study, are adequately prepared for the digital future of English language education.

Religious Semantics and Mythologeme-Based Worldviews in Kazakh and English Traditions: A Systematic Contrastive Review

Zere Doszhan, Gulbagiza Mussayeva, Gaukhar Yersultanova, Gulbakhram Kulnazarova — Mon, 01 Jun 2026 21:27:49 +0300

The purpose of the present study is to reveal the role of mythologemes in the formation of linguistic worldviews by examining the religious semantic transformations of mythological origin in Kazakh and English traditions within a comparative and systematic framework. It is designed as a systematic literature review structured within the qualitative research tradition. In this context, studies published between 2000 and 2024 in English and with full-text access in the Web of Science and Scopus databases were reviewed. A total of 44 publications were included in the final sample considering predetermined inclusion and exclusion criteria. A four-stage process was followed: review, evaluation, synthesis, and analysis. Content analysis techniques were used to classify conceptual elements into themes and sub-themes. The findings showed that mythological and pagan concepts in both Kazakh and English have not completely disappeared through monotheistic religions, but rather have been reinterpreted within new religious frameworks, continuing their existence in the deep semantic structure of the language. In particular, the concepts of God, fate, the sacred, and nature were found to exhibit mythological continuity in both languages. In conclusion, the language is found to be the carrier of cultural and mythological memory. It is recommended that mythological and religious semantic dimensions taken into consideration, especially in language teaching and curriculum development processes.

The Social Significance of Generosity and Wealth: Historical and Contemporary Perspectives

Thu, 04 Jun 2026 01:47:06 +0300

This study undertakes a critical examination of the concepts of zhomarttylyq (generosity) and baylyq (wealth) within the context of post-colonial Kazakh literature, with a specific focus on Zeinolla Sänik’s novel Basbai. Historically, the figure of the bai in nomadic Kazakh society functioned not merely as an accumulator of capital but as a central institution of social stability, redistributive justice, and tribal governance. However, the Soviet ideological apparatus, through the mechanisms of "anti-bai" campaigns and socialist realism, systematically dismantled this archetype, resemanticizing the wealthy individual as a class enemy and a symbol of moral decay. This research addresses a critical gap in literary scholarship: the lack of systematic analysis regarding how diasporic and post-independence authors have attempted to decolonize these economic concepts and restore the ethical lineage of the bai. Drawing upon the philosophical frameworks of Abai Qunanbaiuly’s "Complete Human" (Tolyk Adam) and al-Farabi’s "Virtuous City," alongside the methodological tools of New Historicism and Hermeneutic Phenomenology, this article analyzes how Sänik reconstructs the bai as a moral agent. The study employs a qualitative, text-based research design, utilizing thematic analysis to interpret the narrative strategies used to harmonize material prosperity with spiritual integrity. Findings indicate that the protagonist, Basbai Bapin, serves as a literary corrective to Soviet historiography, embodying an "ethical capitalism" where wealth is legitimized solely through its conversion into public goods—infrastructure, education, and famine relief. The study concludes that the literary rehabilitation of the bai is essential for the restoration of national memory, offering a universal model of leadership that transcends the binary opposition of wealth and virtue.

Design and Conceptual Modeling of a Synergetic Web Platform for Integrative Learning of the Kazakh Language and Expressive Stylistics

Thu, 04 Jun 2026 02:38:15 +0300

The objective of this research is to examine the process of teaching and analyzing the expressive stylistics of the Kazakh language through a digital educational environment. The study addresses the problem of insufficient methodological and technological tools for the systematic teaching of complex expressive linguistic constructions. To address this, the study proposes a conceptual model for a synergetic web-based platform that integrates linguistic theory with digital technologies. Data collection was conducted over a six-month period at major Kazakhstani universities using a mixed-methods design. The instruments included a specialized research corpus comprising 32,000-word tokens for system training, a validated multi-section digital questionnaire assessing linguistic knowledge and user attitudes, and a standardized 10-point expert evaluation form. Empirical evaluation involved 218 undergraduate and graduate students and an expert panel. Pre–post testing demonstrated a significant improvement in the identification of expressive stylistic units, with student accuracy increasing from 46.8% to 71.3% (p < 0.001). Expert assessments (mean score of 4.7/5.0) confirmed the accuracy of the implemented classifications, including evaluative suffixation and syntactic emphasis patterns. The platform proves effective for university courses and professional development requiring scalable, consistent instruction in Kazakh stylistic analysis.

Enacting Inclusive Values through Special Education Management: Integrating the Index for Inclusion within Educational Governance in Indonesia

Thu, 04 Jun 2026 02:56:18 +0300

This study examines how inclusive values are enacted through special education management by integrating the Index for Inclusion (culture, policy, pedagogy) with a Tetra Helix governance lens. Using an explanatory sequential mixed-methods design, survey data from 78 stakeholders across primary, secondary, and special schools in South Kalimantan, Indonesia were analysed, followed by interviews, focus groups, and structured observations. Results show culture rated strongest, while policy and pedagogy were lower and more variable, indicating a culture–implementation gap. Qualitative findings identify uneven capacity-building coverage, weak post-training monitoring, role clarity (including GPK functions), and collaboration routines as key mechanisms shaping routinised support. The study reframes special education management as a governance site where values are translated into operational practice and offers a diagnostic contribution for strengthening alignment in inclusive systems.

The Reality of the Psychological Needs of Women Working in Higher Education Institutions in the Light of Some Demographic Variables

Khitam I. M. Alsahhar — Thu, 04 Jun 2026 03:12:25 +0300

The current research aimed to identify the reality of the psychological needs of women working in Palestinian universities. The study also aimed to identify the differences in psychological needs, experience, marital status, and the nature of work (academic/administrative), the basic research sample of (96) women working in higher education institutions, aged (35-50) years with an average age (40.31) the researcher took into account that they were distributed on the academic/administrative), marital status. The researcher used a psychological needs scale prepared by the researcher, which includes dimensions such as security, love, self-esteem, physiological needs, knowledge, aesthetic needs, and self-actualization. The psychometric characteristics of the instrument were verified in terms of validity and reliability. Although the study is theoretically informed by Self-Determination Theory (SDT), the measurement instrument was developed based on a broader conceptualization of psychological needs. Therefore, SDT is employed as an interpretive analytical framework rather than a direct operational model for measurement. The researcher relied on the descriptive approach and the data were analysed using the T Test, correlation coefficients. The results also showed that there are differences in the dimensions of psychological needs in the direction of married women, as well as according to the nature of work in Favor of academic work. The results were interpreted in light of the results of previous research and studies, as well as commenting on the limitations of the current research results. The research ended with the presentation of a set of recommendations and proposals for subsequent studies.

Future Expectations in Adolescents: Effects of Family Communication and Perceived Social Support

Thu, 04 Jun 2026 04:54:57 +0300

Adolescence is a critical stage for developing life plans and forming future expectations, during which proximal relational resources, such as family communication and perceived social support, may influence adolescents’ academic and personal trajectories. The present study examined the effects of perceived social support and family communication on future expectations among Peruvian adolescents. A quantitative, non-experimental, cross-sectional study was conducted with a sample of 300 secondary school students from a public school in southern Peru. Participants completed the Family Communication Scale, the Multidimensional Scale of Perceived Social Support, and the Future Expectations Scale for Adolescents. Data were analyzed using covariance-based structural equation modeling. The structural model showed good fit to the data (χ²(18) = 30.128, p = .036; CFI = 0.983; TLI = 0.974; RMSEA = 0.047; SRMR = 0.032). Perceived social support (β = 0.384, p < .001) and family communication (β = 0.145, p = .050) showed positive direct effects on future expectations, explaining 24% of the variance (R² = .24). These findings show that greater perceived social support and stronger family communication are linked to more optimistic future expectations, emphasizing the role of family and social environments in adolescents’ academic and personal development during school years.

Designing a Project-Based Training Model for Enhancing Pedagogical Competence of Prospective Elementary Teachers Through Interactive Media Development

Thu, 04 Jun 2026 05:50:12 +0300

This study was motivated by the limited skills of prospective elementary school teachers in designing interactive instructional media due to minimal practical experience and the lack of systematic guidelines. The research aimed to develop and examine the effectiveness of a project-based training model supported by Flip PDF, using a sequential mixed-methods design. The study involved 60 participants from two teacher education institutions in two countries: Indonesia (32 participants) and Uzbekistan (28 participants). Data were collected through in-depth interviews, classroom observations, questionnaires, pre- and post-tests, and product assessments, and then analyzed using content analysis for qualitative data and paired sample t-tests for quantitative data. The qualitative findings revealed five main themes: the need for systematic technical guidance, positive perceptions of digital media, limited technological mastery, the importance of collaboration and feedback, and expectations for ready to use products. These findings informed the development of a six-stage training model, under the acronym CREATE (Conceptualize, Research, Execute, Assess, Transform, Evaluate), encompassing idea formulation, reference exploration, prototype development, rubric-based assessment, revision through feedback, and final evaluation. Quantitative results showed a significant improvement in pedagogical competence: pretest scores in Indonesia increased from 54.59 to 82.78 (t = 81.427; p < 0.05), while Uzbekistan increased from 53.54 to 80.50 (t = 73.785; p < 0.05). Product assessments yielded scores of 3.35 (Indonesia) and 3.34 (Uzbekistan), while model acceptance surveys achieved 3.54 (Indonesia) and 3.49 (Uzbekistan), all categorized as Excellent. The CREATE model proved to be effective, systematic, and innovative in enhancing skills for designing interactive instructional media and is deemed feasible for adoption in twenty first century teacher education.

Development of Soft Skills in Pre-Service Foreign Language Teachers: A Structural-Functional Model

Saule Zhunussova, Lazzat Baimanova, Liza Naviy — Thu, 04 Jun 2026 08:27:04 +0300

The study aims to develop, theoretically substantiate, and experimentally test a structural-functional model for the formation of soft skills among pre-service foreign language teachers in the context of multilingual education in the Republic of Kazakhstan. The model integrates cognitive, socio-communicative, and self-regulatory components into a dynamically interconnected system realized through specially designed module-based exercises and activities. It consists of five interrelated blocks (target, content, process, assessment, and outcome) and was implemented through a 15-week elective special course entitled “The Formation of Soft Skills in the Educational Environment” (3 credits, 90 hours) for third-year students of the educational program “Foreign Language: Two Foreign Languages” at a pedagogical university. A total of 160 students participated in the quasi-experiment (experimental group, n=80; control group, n=80). Diagnostics were conducted before and after the course using the author’s Likert-scale questionnaire, the standardized TEIQue-SF and CD-RISC-25 tests, and physiological data (heart rate variability). Covariance analysis (ANCOVA) confirmed a statistically significant advantage of the experimental group on most indicators. The data demonstrate the model's effectiveness in addressing perceived gaps in self-reported readiness, reflective capacity, intercultural adaptability, and emotional stability. Notably, students' awareness of the professional importance of soft skills increased significantly by 11.9% (p < .001), suggesting a positive shift in motivational orientation. However, direct measurement of motivation was beyond the scope of this study. The results offer practical implications for improving teacher training in multilingual settings and may be adapted to other contexts with similar linguistic and pedagogical profiles, pending further cross-cultural validation.

Enhancing the Pedagogy of Poetry Study through Linguistic Stylistics: A Textual Case Study of Diop’s ‘Africa’ with Culturally Responsive Pedagogical Implications

Manthekeleng Agnes Linake — Thu, 04 Jun 2026 20:34:09 +0300

This study examines the linguistic stylistic features of the celebrated poem *Africa* to demonstrate how linguistic stylistics serves as a robust analytical tool for poetry interpretation. Linguistic stylistics, grounded in general linguistics, provides a systematic approach to understanding how authors employ language to encode meaning, convey cultural and historical experiences, and evoke reader response. The analysis considers the poem’s graphological, phonological, syntactic, and lexico-semantic features, highlighting how these elements reinforce the thematic concerns of pre-colonial idealisation, colonial oppression, and post-colonial liberty. Graphologically, the poem’s free-verse and free-punctuation style foregrounds the central theme of liberty, creating visual and rhythmic continuity that mirrors Africa’s gradual emancipation. Phonologically, the strategic use of alliteration, rhythm, and repetition accentuates the emotional intensity and draws attention to metaphoric expressions that reflect the struggles and resilience of African people. Syntactic structures, including parallelism, simple declarative sentences, and rhetorical interrogatives, enhance clarity and thematic emphasis, while lexico-semantic features such as collocations, lexical repetitions, and apostrophes convey vivid imagery and personify Africa as both subject and interlocutor. These features collectively demonstrate the poet’s stylistic sophistication and deliberate encoding of meaning. This study shows that linguistic stylistics complements traditional literary criticism by providing a structured and detailed framework for exploring how form, sound, syntax, and word choice shape thematic interpretation. Positioned as a qualitative textual case study (theoretical application), the paper demonstrates an explicit analytic procedure (coding and pattern identification) and draws culturally responsive pedagogical implications for teaching African poetry in multilingual, postcolonial classrooms. The findings advocate for wider adoption of linguistic stylistics in literary pedagogy, encouraging scholars, educators, and students to integrate this method in the systematic analysis of poetry, thereby enhancing comprehension, critical thinking, and appreciation of literary texts.

Sectoral Value-Normative Context of Youth Pre-Vocational Preparation in Kazakhstan

Zulfiya Movkebayeva, Zhanna Khamzina, Aitolkyn Duzelbayeva, Yermek Buribayev — Thu, 04 Jun 2026 21:06:47 +0300

This study is devoted to the analysis of value-normative representations of employed adults in Kazakhstan as an external sociocultural context for the socialization of youth work and pre-vocational preparation. The empirical basis of the study is a national survey of adults aged 18 and older conducted in May–June 2025 (N = 3,123). The analysis draws on respondent-level data for the employed subsample (n = 2,314) and on contractor-provided sectoral cross-tabulations. Since sampling weights and design parameters were unavailable, the results are interpreted as unweighted descriptive and adjusted associations. The analysis enables identification of an intersectoral normative core centered on responsibility, decency, diligence, honesty, and the expectation of decent work, while also revealing zones of sectoral variability in perceptions of cultural-policy orientations. The findings reveal that adults' expectations for youth value education focus on national and universal values, including health, responsibility, cultural heritage, and respect for nature. The study does not claim causal sector effects or provide direct evidence of learner outcomes. Its contribution is to provide a contextual map for subsequent design-based research on pre-vocational support, including inclusive educational settings.

Personality Correlates of Emotional Intelligence Among UAE University Students: Implications for Cross-Cultural Psychology

Smitha Dev, Shibu Rajamonyammal — Mon, 15 Jun 2026 18:51:18 +0300

Although much of the literature has examined the relationship between personality and emotional intelligence in Western settings, only a few studies have examined these constructs among Arab populations, where cultural values can play a fundamental role in the psychological landscape. This cross-sectional study examined the Big Five personality traits and emotional intelligence among 200 students at a UAE university across various academic programs. Personality trait levels were moderate to high, with significant differences in Extroversion and Openness across academic majors. Unlike the negative correlations reported in the Western research paradigm, Neuroticism exhibited significant positive associations with overall emotional intelligence and with various dimensions, including Self-Awareness, Motivation, Social Skills and Empathy. Openness to Experience, in contrast, showed a negative relationship with emotional intelligence, which was unexpected. These results are analyzed within the distinct cultural framework of university students in the UAE, where Arab-Islamic collectivist values may influence the interpretation of personality traits in ways that differ from those in Western groups. While the results cannot be generalized beyond this single-institution sample, they establish a theoretically sound foundation for challenging the universal applicability of existing personality-emotional intelligence models. Additionally, they present initial evidence to inform the development of culturally relevant support services for students in higher education settings in the UAE.

Development of Research Skills in Educational Continuity: An In-Depth Review of Pedagogical Effectiveness, Student Results, and Strategic Reforms in Kazakhstan

Mon, 15 Jun 2026 20:56:49 +0300

The development of research competence is a critical mandate for modern teacher education, yet a significant gap persists between theoretical preparation and practical application. This study investigates the formation of research culture among future and practicing teachers in the Republic of Kazakhstan, aiming to identify key components of research competence (motivational, cognitive, operational), diagnose structural barriers, and propose a model for integrating research activities into Initial Teacher Education (ITE). Employing a descriptive mixed-methods design, the study analyzed data from 55 participants, including secondary school teachers and senior pedagogical students in Almaty. Data were collected via a structured questionnaire assessing research attitudes and skill deficits, followed by semi-structured in-depth interviews and task-based assessments to evaluate operational proficiency. Results indicate a bifurcation in skill formation: 47% of respondents reported developing research skills primarily during university coursework, whereas only 30% attributed their development to school practice, highlighting a disconnect in the practicum experience. The primary barriers identified were “inability to process collected data” (a cognitive-methodological deficit), “difficulties with academic literature,” and “lack of time” (a structural barrier). While participants demonstrated high intrinsic interest in research (motivational component), this was frequently undermined by low methodological self-efficacy and insufficient institutional mentorship. The study confirms a “theory-practice gap” in which university-based theoretical training fails to translate effectively into school settings. To address this, a structural model is proposed that integrates specific data-analysis modules and systematic mentoring into the teaching practicum, ensuring that future teachers possess both the motivation and the operational capacity for professional inquiry.

Hadith and Visual Arts: A Reinterpretation of Figurative Prohibition from the Perspective of Islamic Aesthetics and Socio-Cultural Context

Dadang Sudrajat, Tedi Supriyadi, Nuning Yanti Damayanti, Sharmiza Abu Hasan — Tue, 16 Jun 2026 07:43:23 +0300

This study reexamines hadiths concerning the prohibition of figurative representation through a multidisciplinary framework that integrates theological, historical, and aesthetic perspectives. Employing a hermeneutic phenomenological design combined with qualitative content analysis, the research analyzes canonical hadith collections alongside classical and contemporary scholarly interpretations. The analytical procedure proceeds through four stages: textual articulation, historical contextualization, interpretive negotiation, and hermeneutic recontextualization. The findings indicate that figurative prohibition in the hadith corpus operates primarily as a theological safeguard aimed at preserving tawḥīd and maintaining ontological hierarchy between Creator and creation. Historical analysis situates the emergence of these narrations within a socio-religious environment shaped by devotional image practices, while juristic traditions reveal interpretive plurality in their application. Through a structured engagement with Mimēsis and Expressionism within a tawḥīdic metaphysical horizon, the study demonstrates that figurative prohibition functions not as categorical aesthetic negation but as a metaphysical regulator of representation and expression. Rather than advocating unrestricted figuration, the study proposes a hermeneutically disciplined understanding in which artistic mediation remains derivative, relational, and non-sacralizing. The originality of this research lies in its systematic integration of hadith interpretation and aesthetic philosophy, offering a conceptual framework that situates Islamic visual discourse within an ethically structured theological horizon.

Cultural Intelligence, Social Support, and Work Wellbeing among International Teachers in Thai Universities: The Mediating Effect of Psychological Adaptation

Thanakorn Thongprayoon, Kanu Priya Mohan — Tue, 16 Jun 2026 07:52:54 +0300

Ensuring the wellbeing of international teachers is essential for the success of internationalization in higher education; however, research examining the role of various factors in Thailand remains limited. Grounded in the person – environment (P – E) interactionist theories, this research aimed to examine the mediating role of psychological adaptation (PA) on the relationship between cultural intelligence, social support, and work wellbeing among international teachers in Thai universities. A cross-sectional design was used to examine the hypothesized pathways. Furthermore, qualitative questions were designed to probe issues related to adaptation in Thailand. Snowball sampling was used to collect data from 109 international teachers from 28 countries who had worked for more than 6 months in various Thai universities. The results demonstrated significant positive relationships among the study variables, with the exception of personal support and PA. Furthermore, PA mediated the link between cultural intelligence, partially mediated the link with organizational support, but did not mediate the link with personal support and the outcome of work wellbeing. Additional qualitative analysis of respondents’ written answers identified six themes each for adaptation facilitators and challenges in Thailand, clustered according to P-E theory. The findings of this research underscore the critical mechanism of PA for wellbeing of expatriate teachers. Moreover, it is recommended that higher education administrators and policymakers develop targeted strategies and interventions aimed at enhancing cultural intelligence at the individual-level, and strengthening social support at the organizational-level. These could promote adaptation and wellbeing of foreign teachers, and thereby promote sustainable internationalization of higher education.

The Effects of Artificial Intelligence Applications in Dramatic and Improvisational Poetic Performance

Yertay Sultan, Bekzhan Bazarbek, Kazyna Bekbenbetova, Gulnaz Dautova — Tue, 16 Jun 2026 08:20:23 +0300

This study examined whether AI-supported instruction improves (a) academic achievement and (b) attitudes towards the Kazakh literature course during the “Dramatic and Improvisational Poetic Performance (Aitys)” unit. Using a pretest–posttest quasi-experimental design, 60 juniors studying Kazakh Literature at Abai Kazakh National University in Almaty (2025–2026) were assigned to an experimental group or a control group without random assignment. The experimental group participated in a five-week AI-integrated sequence (plus one assessment week) featuring GPT-based Kazakh-language models, algorithmic dialogue simulation, synthetic voice demonstrations, and computational dramaturgy activities, while the control group received traditional instruction. Outcomes were measured with an achievement test and a 15-item Literature Course Attitude Scale developed by the researcher. Content validity was supported through a table of specifications and expert review, and items were piloted with a parallel cohort to revise borderline discrimination indices before final administration. Normality checks supported parametric testing. Independent-samples t tests compared group means. Pretests showed no significant differences in achievement. Posttests favored the experimental group for achievement and attitude. Findings suggest that AI mediation can deepen understanding of aitys and strengthen engagement with Kazakh heritage. Besides, curricula should include explicit attribution, transparency about AI assistance, and consent-based protocols for voice technologies to address concerns about voice, authorship, and cultural representation.