A qualitative inquiry of the pedagogical tolerance qualities of heads in higher education institutions


Kashkhynbay B. Baltabayeva Z. Lawrence K. Asipova N. Baisarina S.
2024Taylor and Francis Ltd.

Cogent Education
2024#11Issue 1

This study evaluates the pedagogical tolerance qualities of heads in higher education institutions in Kazakhstan. The qualitative research design, grounded in the interpretative paradigm, was adopted for this study, utilising a case study approach for data collection from a small sample consisting of three Vice Rectors Academic, three Deans of Faculties and three Heads of Departments from three universities. The social cognitive behavior theory serves as the theoretical framework. The study’s results reveal that heads of higher education institutions are aware of and possess some elements of pedagogical qualities. However, there is a deficiency in core pedagogical tolerance qualities. Participants also disclosed that education for tolerance has not been effectively implemented in higher education institutions, as there is no specific mechanism within the curriculum and pedagogical practices that promote tolerance. Based on the outcomes of this study, the need for heads of higher education institutions to take proactive measures in implementing and promoting tolerance education within the higher educational space was suggested.

Curriculum , Curriculum Studies , heads in higher educational institutions , Higher Education , pedagogical practices , pedagogical tolerance qualities , quality education , School Leadership, Management & Administration , Stephen Darwin, Universidad Alberto Hurtado, Chile

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Department of Pedagogy of Higher School, Kyrgyz National University Named After Jusup Balasagyn, Bishkek, Kyrgyzstan
Department of Pedagogy, Faculty of Social Sciences, L. N. Gumilyov Eurasian National University Astana, Kazakhstan
Department of Psychology, Faculty of Social Sciences, L. N. Gumilyov Eurasian National University Astana, Kazakhstan

Department of Pedagogy of Higher School
Department of Pedagogy
Department of Psychology

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