EMPATHIC TEACHING AND STUDENT ENGAGEMENT IN HIGHER EDUCATION: A DESCRIPTIVE STUDY IN UZBEKISTAN
Abstract
Research on empathic teaching largely focuses on Western contexts, with limited attention to Eastern/Central Asian higher education. This study describes students’ and teachers’ perceptions of empathic teaching in a foreign language learning environment in Uzbekistan and how these relate to student engagement and academic behaviors. Using descriptive quantitative methods, online questionnaires were administered to 104 undergraduate students and 25 foreign language instructors. Results show high levels of perceived teacher empathy, emotional support, and engagement, with teachers reporting strong commitment to supportive and motivational practices. Findings suggest that culturally grounded understandings of empathy play an important role in fostering positive learning environments.