Evaluation of the teacher’s role in the implementation of multicultural and person-centred approaches in the educational process in higher education institutions of Kyrgyzstan
Abstract
In the context of increasing cultural diversity and a growing demand for inclusive higher education, the implementation of multicultural and person-centred approaches has become particularly relevant for universities. The purpose of this study was to examine the main mechanisms related to the implementation of multicultural and person-centred approaches to education in universities. It addresses the following research question: What roles and practices of university educators contribute to the effective integration of multicultural and person-centred approaches in the educational process? Through the analysis of pedagogical experience, educational practices, and regulatory and methodological documents, the practice of multicultural and person-centred development was studied, using the experience of Kyrgyzstan as an example. A qualitative analytical approach was applied to identify key pedagogical roles and their functional characteristics. The study’s results identified five key teacher roles in the educational process: facilitator, counsellor, moderator, tutor, and trainer. Within the multicultural approach, these roles are realised through the integration of national traditions, multilingual activities, and collaborative practices, while within the person-centred approach they support the development of students’ creativity, initiative, communication, and practical skills. The study concludes that the combination of multicultural and person-centred approaches enhances student engagement, supports the development of transversal skills, and strengthens the pedagogical role of teachers in higher education. The findings may be used by university educators to develop innovative pedagogical tools, teaching strategies, and professional development programmes.
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