Effects of Avesta-Based Cultural Storytelling on Social-Emotional Learning and Historical Awareness among Children with Special Educational Needs in Uzbekistan

Abstract

The preservation of cultural heritage through educational practices has become increasingly important in fostering identity, social competence, and historical understanding among children. In Uzbekistan, the Avesta, one of the oldest sacred texts associated with the historical and cultural development of Central Asia, offers rich narratives and moral teachings that can be integrated into educational programs. This study investigates the effects of Avesta-based cultural storytelling on social-emotional learning (SEL) and historical awareness among children with Special Educational Needs (SEN) in Uzbekistan. A mixed-methods research design was employed involving 120 SEN students aged 8–14 years from specialized educational institutions across Uzbekistan. Participants were exposed to a twelve-week storytelling intervention centered on selected Avesta narratives emphasizing ethical values, community responsibility, empathy, and cultural heritage.

Quantitative findings indicated significant improvements in emotional regulation, empathy, social interaction, self-awareness, and historical knowledge among participants. Qualitative interviews with teachers, parents, and students revealed enhanced engagement, cultural pride, and interpersonal communication. The findings suggest that culturally responsive storytelling serves as an effective pedagogical strategy for promoting inclusive education while strengthening cultural identity and historical consciousness. The study contributes to the growing literature on culturally grounded educational interventions for children with SEN and provides recommendations for policymakers, curriculum developers, and educators in Uzbekistan and similar cultural contexts..