THE SYSTEM OF DEVELOPING STUDENTS’ LEARNING INITIATIVE THROUGH EDUCATION BASED ON A NATIONAL CULTURAL APPROACH
DOI:
https://doi.org/10.5281/zenodo.17444000Keywords:
culture-based education, learning initiative, student motivation, institutional adaptability, cultural alignment, education policy, system mapping analysisAbstract
Despite the specific characteristics of the cultural context, this study emphasizes the advantages of cultural
sensitivity and contextual interpretation, arguing that a national cultural approach is preferable to modern techniques such
as standardized teaching models, universal educational frameworks, or general motivational interventions. The purpose of
this study is to address research gaps in this field by investigating the development of students’ learning initiative, focusing
on three analytical dimensions. Through system mapping and AHP (Analytic Hierarchy Process) analysis, we examined
research on education and learning motivation, and analyzed how the determining factors of learning initiative—based
on a defined framework (learning environment, cultural values, personal agency and motivation, institutional support and
community practices, teacher-student interaction, pedagogical design, and policy integration)—evolve within the context
of an education system rooted in national traditions.
We understand learning initiative as a collective tendency to internalize, apply, sustain, and expand learning behaviors
formed on the basis of personal cultural identity, sense of belonging, responsibility, and participation. Our regression
models and AHP analysis show that cultural alignment plays a significant role at all stages of the learning process,
enabling the emergence of self-directed learning and cultural integration patterns. These include, for instance, independent
goal-setting and the formation of flexible learning pathways, which influence students’ perceptions of personal agency
and impact the design and delivery of education. Our findings suggest that cultural context and educational practices
are interrelated and mutually influential; however, the long-term impact of cultural grounding on learning outcomes and
institutional effectiveness remains unclear. Section 5 provides key recommendations for educators and policymakers to
enhance the effectiveness of culture-based education systems, taking into account the specific conditions of national
student populations.
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