EVALUATING NATIONAL EDUCATION PHILOSOPHY RESILIENCE IN THE ERA OF GLOBAL MEDIA INFLUENCE
DOI:
https://doi.org/10.55197/qjssh.v7i3.1217Keywords:
National Education Philosophy (NEP), foreign media influence, global citizenship values, identity negotiation, digital convergenceAbstract
In an era of rapid digital convergence and pervasive foreign media influence, concerns regarding the erosion of nationalistic identity among youth have intensified, particularly for pre-service teachers who serve as the future custodians of national ideology. This study investigates the levels of Foreign Media Influence (FMI), Global Citizenship Values (GCV), and the internalization of the National Education Philosophy (NEP) among 215 second-semester undergraduate students enrolled in the Bachelor of Education program at Malaysia’s first state-private university. Utilizing a quantitative survey design, participants were purposively selected based on the successful completion of two compulsory three-credit courses: Philosophy of Education and Global and International Education. Data analyzed via descriptive statistics, Pearson Correlation, and Multiple Linear Regression revealed high levels of FMI (X=4.434) and GCV (X=5.205), while NEP internalization reached a very high level (X=5.267). Correlation analysis indicated a moderate-to-strong positive relationship between GCV and NEP (r=.597, p<.01), while regression analysis (Adjusted R2=.351) identified Global Citizenship Values as a powerful, significant predictor of NEP resilience (β=.600, p<.001). Conversely, Foreign Media Influence was found to be statistically non-significant (β=-.008, p=.887). The study proposes that a "Glocal" pedagogical model, integrating both national philosophy and global citizenship, is highly effective in fostering a resilient professional identity, as the NEP acts as a robust cultural filter that renders foreign digital consumption secondary to formal philosophical internalization.
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