Study on the Pathways of Cultural Embedding in Humanizing Education Under Malaysia’s Multicultural Context: A Case Study of Tzu Chi Kindergarten and the Han Academy

Abstract

This study examines how cultural embedding supports the localization of humanizing education in Malaysia, a multicultural country facing challenges such as cultural identity conflicts and value differences. Using a qualitative, multiple-case comparison method, the research analyzes two culturally rooted institutions—one Buddhist-centered and one Confucian-centered. Findings show that both schools embed cultural values through tailored curricula, fostering students’ identity and development. However, challenges remain, including weak policy support, limited teacher cultural literacy, and poor home–school collaboration. The study emphasizes the need for systematic support through curriculum standardization, teacher cultural training, and institutionalized home–school engagement. It concludes that culturally embedded educational practices are essential for advancing humanizing education in multicultural societies and proposes a “culture–practice–management” three-layer embedding model as an integrated practical and theoretical framework. The findings underscore the broader impact of culturally grounded schooling in strengthening students’ identity formation, promoting intercultural understanding, and contributing to social cohesion in diverse national contexts.