Religious Belonging and Sense of Self in Hindu Education: The Role of Teachers' dynamic approaches and Students' socioeconomic status

Abstract

Objective: Within Hindu education, the primary purpose of this study is to investigate the complex dynamic impact of teachers' approaches (teaching ethics and morality, student-centered teaching, and narrative in education) on students' sense of religious belonging and the resulting empathy. Using social identity theory and sociocultural theory as a foundation, this study investigates the interaction and influence of these variables. Methodology: The study collects data from 611 Hindu students attending various colleges and institutions in Bali, Java, and South Sulawesi regencies using cluster sampling techniques and a quantitative survey research design. Over six months, lagged data collection methodologies were utilized. Results: The findings demonstrate that instructors' approaches have significant direct and indirect effects on students' empathy via the mediating role of students' religious affiliation. In addition, the study emphasizes the moderating impact of socioeconomic status on these associations. This study contributes to the existing literature by shedding light on instructors' approaches and students' sense of religious belonging in fostering empathy within Hindu education. The findings have implications for educators, policymakers, and practitioners who seek to improve teaching practices, promote religious affiliation, and cultivate student empathy. Novelty: In Hindu education, the study investigates the complex dynamic impact of teachers' approaches (teaching ethics and morality, student-centered teaching, and storytelling in teaching) on students' sense of religious belonging and the resulting empathy.