Ready or Not? Preparedness of pre-service EFL teachers to inclusive education: A cross-cultural comparative study from Türkiye, Kazakhstan, and China

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dc.contributor.authorYüce, Erkan
dc.contributor.authorKöroğlu, Zeynep Çetin
dc.contributor.authorSeitova, Meruyert
dc.contributor.authorAdigun, Olufemi Timothy
dc.contributor.authorWang, Yongliang
dc.date.accessioned2026-02-06T14:43:48Z
dc.date.available2026-02-06T14:43:48Z
dc.date.issued2025
dc.descriptionThis quantitative study aims to fill this gap by revealing findings regarding perceptions, attitudes, and knowledge in inclusive education from pre-service EFL teacher education contexts from three countries, Türkiye, Kazakhstan, and China, in a cross-cultural way. Based on this aim, we addressed the following research questions in our study: Is there a significant difference among pre-service EFL teachers’ competency levels, perceptions, and attitudes regarding inclusive education?
dc.description.abstractThis study tried to investigate pre-service English as a Foreign Language (EFL) teachers’ preparedness for inclusive education from a cross-cultural perspective. We used a quantitative survey design and collected the data in a cross-sectional way from three Asian countries: Türkiye, Kazakhstan, and China. We implemented a questionnaire measuring knowledge, attitudes, and perceptions of pre-service EFL teachers regarding inclusive education to 694 pre-service EFL teachers. We utilized the Kruskal Wallis test and Tamhane›s T2 test to analyze the quantitative data of the groups in a comparative way. We found cross-cultural differences among the countries concerning inclusive education. The perceptions subscale scores of pre-service EFL teachers in Kazakhstan are significantly higher than those of pre-service EFL teachers in China. The attitude subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of the pre-service EFL teachers in China, while the scores of the pre-service EFL teachers in Kazakhstan are significantly higher than the scores of the pre-service EFL teachers in China. The knowledge subscale scores of pre-service EFL teachers in Türkiye are significantly higher than those of pre-service EFL teachers in Kazakhstan, while the knowledge scores of pre-service EFL teachers in China are significantly higher than the scores of pre-service EFL teachers in Kazakhstan. Based on these results, we discussed the place of inclusive education in pre-service EFL education from a cross-cultural perspective
dc.identifier.urihttp://hdl.handle.net/11070/4206
dc.language.isoen
dc.publisherGist Education and Learning Research Journal
dc.source.urihttps://doi.org/10.26817/16925777.2013
dc.subjectCross-cultural
dc.subjectInclusive education
dc.subjectTeacher education
dc.subjectEFL
dc.subjectPre-service teacher
dc.subjectNamibia
dc.subjectUniversity of Namibia
dc.titleReady or Not? Preparedness of pre-service EFL teachers to inclusive education: A cross-cultural comparative study from Türkiye, Kazakhstan, and China
dc.typeArticle
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