Navigating Kazakhstani postgraduate students' intercultural citizenship development and future vision in Türkiye: a qualitative inquiry

Hajar A., Aypay A., Özdemir M.

DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 2025 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1080/01596306.2025.2551364
  • Dergi Adı: DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Communication & Mass Media Index, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Political Science Complete, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Anadolu Üniversitesi Adresli: Evet

Özet

This qualitative study examines Kazakhstani postgraduate students' motivations, intercultural experiences, and aspirations at a Turkish-medium university in T & uuml;rkiye. Framed by Byram's (2008. From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters) model of intercultural citizenship, it investigates how students navigated cultural differences and developed their identities within different contexts. Data were collected through written narratives and semi-structured interviews with ten students. Participants were initially motivated by financial accessibility, cultural proximity, and academic reputation. Despite valuing Turkish hospitality, many encountered racial stereotyping and linguistic racism, hindering meaningful intercultural engagement. Challenges were compounded by limited international diversity, Turkish-medium instruction, and insufficient institutional support. The study underscores the importance of increasing awareness about international students' learning the local language(s) in non-English speaking countries and embedding intercultural citizenship education into institutional structures, particularly within emerging study-abroad contexts.