Humanizing Language Education to Foster Student Motivation and Values for Sustainable Development
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| Title: | Humanizing Language Education to Foster Student Motivation and Values for Sustainable Development |
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| Language: | English |
| Authors: | Beibitkul Karimova, Mainura Buribayeva, Aizhan Makasheva, Zhannat Maigeldiyeva, Zhazira Ailauova |
| Source: | Journal of Social Studies Education Research. 2026 17(1):307-331. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Preservice Teachers, English (Second Language), Language Teachers, Second Language Instruction, Humanization, Cultural Education, Cultural Awareness, Student Motivation, Affective Behavior, Learning Motivation, Interpersonal Competence, Social Values |
| Geographic Terms: | Kazakhstan |
| ISSN: | 1309-9108 |
| Abstract: | Humanizing language education not only enhances the quality of education but also contributes significantly to the sustainable development of multicultural societies worldwide by strengthening their social cohesion and cultural foundations. The humanization of language education through learner-centered, value-oriented, and culturally responsive pedagogies offers a transformative approach to fostering cross-cultural competence and internalizing sustainability-related values. This study investigates how integrating humanistic pedagogical principles into language teaching can enhance learners' intrinsic motivation, support the development of cross-cultural competencies, and encourage the internalization of values consistent with sustainable development. Using a mixed-methods explanatory design, the study analyzes both qualitative and quantitative data from students across diverse educational settings. The study involved 120 pre-service teachers enrolled in English language education programs at Korkyt Ata Kyzylorda University, Kazakhstan. Participants were selected using purposive sampling to ensure diversity in linguistic backgrounds and academic levels. A 12-week intervention was designed to integrate humanized language education principles into the existing English language curriculum. The results indicate that humanized language education, characterized by empathy, dialogic interaction, cultural inclusivity, and critical reflection, significantly enhances students' intrinsic motivation, promotes intercultural sensitivity, and cultivates value systems aligned with sustainability, social justice, and global citizenship. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517006 |
| Database: | ERIC |
| Abstract: | Humanizing language education not only enhances the quality of education but also contributes significantly to the sustainable development of multicultural societies worldwide by strengthening their social cohesion and cultural foundations. The humanization of language education through learner-centered, value-oriented, and culturally responsive pedagogies offers a transformative approach to fostering cross-cultural competence and internalizing sustainability-related values. This study investigates how integrating humanistic pedagogical principles into language teaching can enhance learners' intrinsic motivation, support the development of cross-cultural competencies, and encourage the internalization of values consistent with sustainable development. Using a mixed-methods explanatory design, the study analyzes both qualitative and quantitative data from students across diverse educational settings. The study involved 120 pre-service teachers enrolled in English language education programs at Korkyt Ata Kyzylorda University, Kazakhstan. Participants were selected using purposive sampling to ensure diversity in linguistic backgrounds and academic levels. A 12-week intervention was designed to integrate humanized language education principles into the existing English language curriculum. The results indicate that humanized language education, characterized by empathy, dialogic interaction, cultural inclusivity, and critical reflection, significantly enhances students' intrinsic motivation, promotes intercultural sensitivity, and cultivates value systems aligned with sustainability, social justice, and global citizenship. |
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| ISSN: | 1309-9108 |
