publisher
Developing social values among future teachers: a practice-oriented approach in Kazakhstan
- Source
- Frontiers in Education
- Published
- Last verified
- 12 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Partners & Funders, Research & Evidence, Technology & Data, Operations & Delivery
Executive summary
What happened, and why should leadership care?
Research from 'Frontiers in Education' highlights the critical role of social values in teacher education, particularly in Kazakhstan. A quasi-experimental study evaluated a practice-oriented intervention aimed at developing social values among pre-service teachers. The study's focus on moral, civic, and professional qualities underscores the importance of teachers internalizing and transmitting these values to students. The intervention's impact on second-year pre-service teachers suggests potential for structured programs to shape these foundational attributes.
Why this matters
Why is this strategically important?
The development of social values in future teachers is crucial for fostering well-rounded individuals and responsible citizens within educational systems. By shaping these foundational attributes, higher education institutions contribute directly to the quality of future generations and the stability of societal norms. This focus on values provides a strategic pathway for educational systems to align with broader societal objectives.
Key insights
What should be noted from the evidence?
- Social values in future teachers are defined as a combination of moral, civic, and professional qualities, including dignity, conscience, charity, kindness, honesty, civic responsibility, social engagement, love for children, and collaborative capacity.
- Higher education institutions have a significant role in constructively shaping these social values among future educators.
- A quasi-experimental study was conducted in Kazakhstan to evaluate a practice-oriented intervention titled 'Formation of Social Values of Future Teachers'.
- The intervention targeted second-year pre-service teachers.
- Data collection involved pre- and post-intervention measurements, suggesting an assessment of change in social values.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication