Journal of Social Sciences and Humanities Research Fundamentals
114
9
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TYPE
Original Research
PAGE NO.
114-117
DOI
OPEN ACCESS
SUBMITED
24 March 2025
ACCEPTED
20 April 2025
PUBLISHED
22 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodology of Forming A
Culture of Interethnic
Harmony in Students
Amanbayeva Elmira Amangeldievna
Kazakh National Agrarian Research University, Head of the Department of
IT Technologies and Automation, PhD in Pedagogical Sciences, Associate
Professor, Uzbekistan
Dilfuzakhon Zakirova Saidolimovna
Senior lecturer of Fergana State University, Uzbekistan
Abstract:
This article explores the relevance,
pedagogical
approaches,
and
methodological
foundations of forming a culture of interethnic harmony
among students. The research utilized analytical
methods, surveys, and pedagogical experiments to
examine students’ perceptions of interethnic relations.
The results confirm the effectiveness of multicultural
education, interactive teaching methods, and the
mediator role of the teacher in developing a culture of
harmony. The article also presents applicable
instructional techniques and outlines tools for assessing
outcomes in the learning process.
Keywords:
Interethnic harmony, intercultural dialogue,
tolerance,
multicultural
education,
pedagogical
methods, student upbringing, civic culture.
Introduction:
In today's context of globalization and
increasingly complex socio-economic processes, the
peaceful coexistence of different ethnicities, cultures,
and religions has become more important than ever. For
multiethnic countries such as Uzbekistan, the relevance
of promoting interethnic harmony is especially high.
Ensuring interethnic harmony is not only a foundation
for political stability but also a guarantee of economic
development, cultural integration, and social unity.
From this perspective, cultivating a culture of
interethnic harmony among students is of vital
importance. As future leaders of society and specialists
in various fields, students must learn to respect
diversity, embrace tolerance, and engage in
constructive intercultural dialogue from an early stage.
Failure to do so may result in increased risks of social
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Journal of Social Sciences and Humanities Research Fundamentals
tension, discrimination, and conflict.
The formation of interethnic harmony should be
viewed not only as a moral and educational goal but
also as a structured pedagogical process. Developing
students'
intercultural
communication
skills,
promoting the values of tolerance, and teaching
respect for differing views and traditions helps build a
solid foundation for a peaceful society.
This priority is reflected in national legislation such as
the Constitution of the Republic of Uzbekistan, the Law
on Education, and the National Strategy for Ensuring
Interethnic Harmony and Religious Tolerance.
President Shavk
at Mirziyoyev’s reforms to modernize
the education system within the framework of the
"New Uzbekistan
–
New Thinking" initiative emphasize
the integration of national and universal values in the
upbringing of youth
Therefore, developing a methodology for forming
interethnic harmony among students and integrating it
into educational practice has become an urgent
pedagogical priority. The aim of this study is to identify
effective methodological approaches for fostering
such a culture among students.
METHODS
This research was conducted with the aim of
developing and evaluating pedagogical methodologies
for cultivating a culture of interethnic harmony among
university students. The following scientific and
methodological approaches were employed during the
study:
Analytical Method
. At the initial stage, a thorough
review and analysis were conducted of scholarly
literature on interethnic harmony, tolerance,
intercultural communication, and civic values. Legal
and policy documents of the Republic of Uzbekistan,
state
education
standards,
and
international
frameworks (e.g., UNESCO, OECD) were examined.
This analysis helped define the concept of interethnic
harmony, identify existing pedagogical approaches,
and explore global best practices and their applicability
to the Uzbek educational context.
Surveys and Diagnostic Testing
. During the practical
stage,
diagnostic
tools
such
as
structured
questionnaires and attitude scales were administered
to 200 students from various higher education
institutions. The surveys focused on:
•
Students’
personal
attitudes
toward
interethnic relations;
•
Their level of tolerance toward cultural
differences;
•
Readiness for dialogue with individuals of
different ethnic backgrounds;
•
Understanding of ethical and civic values.
The results were analyzed using statistical tables and
visual data representation tools, helping to assess
students’ existing knowledge and attitudes regarding
interethnic harmony.
Pedagogical
Experiment
. Experimental and control
groups were formed from students at two universities.
Over a two-month period, the experimental group
participated in targeted educational sessions focused on
building interethnic harmony. These included:
•
Interactive lessons on diversity and inclusion;
•
Intercultural communication training;
•
Mini-projects highlighting ethnic diversity and
mutual respect.
At the end of the intervention, both groups were
reassessed through post-tests to compare changes in
attitudes and awareness.
Educational and Didactic Tools
. The following didactic
methods and tools were identified as effective for
fostering a culture of interethnic harmony among
students:
1. Multicultural Education Lessons
. Course materials
were enriched with content reflecting the historical,
literary, and cultural heritage of various ethnic groups.
Lessons focused on promoting mutual understanding,
identifying shared values, and exploring peaceful
solutions to cultural misunderstandings. Comparative
analysis and reflection were encouraged to help
students appreciate both cultural uniqueness and
common human values.
2. Role-Playing and Communication Training
. To
develop empathy, compromise skills, and cultural
sensitivity, students participated in interactive role-play
scenarios and dialogue-based training. Examples
included:
•
“Peace Negotiations” simulation;
•
“Speaking as Someone from a Different
Worldview” activity;
•
“Discrimination
-Fre
e Campus” group projects.
These methods allowed students to model real-life
intercultural interactions and practice respectful,
inclusive communication.
3. Cultural Projects
. Large and small-scale project-based
activities helped students take pride in their own
heritage while learning to respect others. Examples of
such projects included:
•
“Ethnic Festival” –
where students showcased
traditional dress, cuisine, music, and customs from their
respective cultures;
•
“My Friend from Another Culture” –
where
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students interviewed a peer from a different ethnic
background to learn about their worldview and values;
•
“Unity Workshop” –
collaborative group
sessions where students developed ideas and
proposals for strengthening interethnic harmony in
society.
RESULTS
Survey Findings. Among 200 respondents:
•
68% described interethnic relations in their
group as positive;
•
22% were hesitant to engage in dialogue about
ethnic issues;
•
10% expressed indifference or negative
attitudes toward other cultures.
Experimental Outcomes. Students in the experimental
group who participated in targeted lessons showed:
•
74% increased cultural respect and empathy;
•
81% acknowledged diversity as a positive
societal trait;
•
65% reported stronger interpersonal bonds
with peers from other ethnic backgrounds.
In contrast, the control group showed only 40
–
50%
improvement in these indicators.
DISCUSSION
The research revealed that university students
generally demonstrate a positive attitude toward
interethnic relations. Most participants reported
mutual respect within their academic groups and
expressed a desire to study and interact in an
environment of tolerance. However, this positive
attitude alone does not equate to a fully developed
and stable culture of interethnic harmony. To deepen
and solidify these sentiments into conscious social
values and behaviors, consistent and systematic
pedagogical efforts are required.
Integrating multicultural education approaches into
the curriculum and involving students in interactive
and creative activities significantly enhances their
empathy, communication skills, and intercultural
awareness. Intercultural role-playing, group projects,
creative competitions, forums, and open dialogue
sessions help students understand, respect, and
appreciate people from different cultural and ethnic
backgrounds.
In this process, the teacher plays a central role as a
mediator. The teacher is not merely a knowledge
provider, but a key figure in shaping the cultural and
interpersonal environment of the classroom. Their
personal attributes
—
such as fairness, empathy,
cultural sensitivity, and openness to diversity
—
are
critical to the success of the pedagogical strategy. If a
teacher lacks cultural competence, they may not only
fail to resolve intercultural tensions but potentially
worsen them.
Moreover, the ability of the teacher to apply modern
didactic methods is equally important. These may
include problem-based learning, analysis from multiple
perspectives, identifying cultural resources within the
classroom, and integrating them into learning activities.
A teacher should plan lessons that reflect cultural
diversity and establish communication patterns that
respect each student’s cultural background.
Therefore, the formation of a culture of interethnic
harmony cannot rely solely on academic lessons. It
requires a holistic approach that combines pedagogical
personality, extracurricular social environments,
creative
engagement,
and
communicative
methodologies. This underscores the need to prioritize
the
development
of
intercultural
pedagogical
competence within the education system itself.
CONCLUSION
The formation of a culture of interethnic harmony
among students is a multi-layered, complex, yet vitally
important pedagogical process. This process requires
not only changes in the content of education but also a
transformation of the entire learning environment.
Several key factors are essential to ensuring its
effectiveness:
1. Selection of appropriate pedagogical methods and
educational
technologies
:
Modern
pedagogical
approaches
—
such
as
multicultural
education,
interactive learning, problem-based learning (PBL), and
project-based methods
—
play a critical role in instilling
core values and ideas in students. When properly
applied, these methods help develop important
qualities in students, including empathy, tolerance,
cultural sensitivity, and communication competence.
2. Creating an inclusive educational environment that
embraces cultural diversity
: A learning atmosphere that
is open, equitable, and supportive of intercultural
dialogue serves as a crucial foundation for nurturing
interethnic harmony. Accepting each student for who
they are, respecting their cultural background, and
promoting cultural inclusiveness in everyday academic
life exemplify the principles of tolerance in practice.
3. The importance of collaboration among teachers,
parents, and society
: This process should not be limited
to the educational institution alone. Teachers serve as
role models and key facilitators of values; parents
reinforce these values through family upbringing; and
society provides a wider social space for their
application. Active and consistent cooperation among
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these actors lays the groundwork for achieving
pedagogical and social objectives.
A culture of interethnic harmony is not only a
guarantee of social stability, but also a crucial socio-
pedagogical value contributing to the personal
development of each student. Through the formation
of such a culture, students can grow into:
•
broad-minded individuals,
•
open to interethnic and intercultural
communication,
•
tolerant and socially responsible citizens.
Ultimately, the stability, peace, and progress of both
present and future societies are directly linked to the
nurturing of such conscious, tolerant, and mature
generations.
REFERENCES
Banks, J. A. (2006). Cultural Diversity and Education.
UNESCO (2020). Education for Peace and Multicultural
Understanding.
Islomov, T. (2019). Pedagogical Excellence and
Interethnic Relations.
Constitution of the Republic of Uzbekistan, 2023
Edition.
OECD (2022). Inclusive Education and Civic
Engagement.
Karimov, I. A. (2008). High Spirituality Is an Invincible
Power.
