Journal of Culture and Values in Education (JCVE)
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Living, Teaching, and Belonging: How Shared Experiences Shape the Identity of Filipino Teachers in Thailand
No full textThis 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
Culture for Education: Influence of Initiation Rites on the Behaviour of Male Learners at Schools
Full text linkUnderstanding the effects of initiation rites and how they influence male students’ behaviour at school is an essential component of education. It is consistent with the idea that understanding the impact of circumcision rites on male students may encourage contact between initiates and teachers at school. If the reason for the negative side of behavioural change is not identified, it may persist or worsen, harming teaching and learning. The article contributes to the extensive debates around initiation and how it socializes young male students. Furthermore, even though initiation is widely practised worldwide and in South Africa, limited research has been conducted to determine whether initiation affects the behaviour of male students at school. The study used qualitative interpretive phenomenology to establish the perspectives on the behaviour of male initiates at school. Semi-structured interviews were conducted with twelve participants, learners, educators from one high school, and four traditional leaders in the Eastern Cape province. Findings revealed that educators observed undesirable behavioural changes in some initiates. This information suggests that traditional leaders should work with schools to address the challenge of initiates’ behaviour
The Ethics and Moral Values in Digital Education: A Cluster-Based Exploration of Student Perspectives
No full textAs 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
Formation of Cultural Values: Case Study in the Era of Globalization
No full textResearch 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
Cultural Sensitivity among University Students: Evidence from Jordan
No full textThis 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
Developing Culturally-Responsive Emotional Intelligence Programs for UAE Students: Examining Impacts on Self-Motivation, Empathetic Understanding, and Skills
No full textThe 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
Impact and Influence of Teachers on the Lives of Migrant Children
Full text linkMillions of Indians migrate from their homeland either lured by better prospects or just to survive the subsistence crisis. Poverty, lack of employment, dismal state of the economy, lack of opportunity, depletion of natural resources, occurrence of natural disasters, lack of cultivable land and low agricultural output are some of the ‘push factors’ from the place of origin. ‘Pull factors’, such as better employment options, higher earning facilities, and better working conditions, draw migrants to a new destination like the metropolitan cities. Education of the children of these migrant workers is severely compromised in this movement. The present education system of India is largely suitable for the settled population and does not cater to the underprivileged migrant children. Language, caste, religion and grade appropriate age are some of the other impediments faced by these children to acquire education. Civil Society Organizations and Non-Government Organizations run schools or day-care facilities to ensure continuity in their education. The teachers working with the children in these schools play an important role at the grassroot level to bridge the gaps in their learning. They provide them with a safe space to receive education. This paper highlights the challenges faced by these teachers and the possible reasons behind these difficulties. It also focusses on the opportunities created by the NGOs and CSOs to empower these teachers to provide a better environment for teaching and learning. Multiple perspectives from both teachers and CSO management representatives have been incorporated. It enriches the data triangulation by including diverse viewpoints and experiences. Quantitative data was gathered through questionnaires, and qualitative insights were obtained through interviews. CSOs and their dedicated team of teachers play a crucial role in providing education to children from migrant families, by raising the standard of primary education and provide an inclusive environment
Charity Work and Religious Orientation: The Experience of the Student-Age Population
No full textThis 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
Implementation of Human Security Values for Building Student Resilience: A Case Study of SMPIT Baitussalam Prambanan Indonesia
No full textThis 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
Integrating Anging Mammiri Cultural Values into Learning to Improve Students' Problem-Solving Skills
No full textProblem-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