Planetary identity as a characteristic of a multicultural teacher

Abstract

This study examines the integration of planetary identity into the teacher education curriculum, focusing on its impact on future educators' professional identity. The study involved 448 university students in Kazakhstan, who were divided into experimental and control groups. The experimental groups participated in courses emphasizing ethnic values and multicultural education, while the control groups followed traditional pedagogical content. The results indicated that the planetary identity of students in the experimental groups, particularly those in group E1, developed more significantly compared to those in the control groups. This study confirms that planetary identity can be conceptualized and fostered in teacher education through structured courses that promote multicultural values and global awareness. The findings suggest that incorporating planetary identity into the curriculum can positively influence teachers' professional and personal growth, aligning them with global educational goals. Future research should explore the long-term effects of such educational interventions and refine the measures used to assess planetary identity in diverse educational contexts. Keywords: Ethics; personality; planetary consciousness; planetary identity; professional identity; multicultural educator.