Developing the professional competence of future teacher-psychologists through Neuro-Linguistic Programming

A qualitative phenomenological study, conducted in Kazakhstan, explored how future teacher-psychologists conceptualize professional competence and their perceptions of Neuro-Linguistic Programming (NLP) regarding its usefulness, feasibility, and ethical considerations within educational settings. The study involved 56 undergraduate students from two universities, with data collected through semi-structured interviews in early 2026. Key findings were organized into themes including understanding professional competence, communication, rapport, self-regulation, and professional identity.

Why it matters

This research provides insights into how emerging professionals in education and psychology perceive and integrate specific methodologies like NLP into their understanding of professional competence. Such understanding is crucial for informing curriculum development, professional development programs, and regulatory frameworks that govern the integration of novel techniques in professional practice.

Key insights

• Future teacher-psychologists in Kazakhstan have specific conceptualizations of professional competence.
• The study examined perceptions of NLP's utility in educational contexts.
• Feasibility aspects of NLP in education were evaluated by participants.
• Ethical boundaries of NLP application in educational settings were a focus of the research.
• Interview data covered themes of communication, rapport, self-regulation, and professional identity.
• The research was qualitative, utilizing a phenomenological framework and thematic analysis.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1865354