Beyond Knowledge: Measuring the Impact of Cultural Intelligence and Legal Literacy on Student Performance in Global Educational Assessments

Ozodjon Kuliyev; Khalida  Ziyaeva; Kumrinisa  Abdurasulova; Mansurjon  Boltaev; Maloxat  Azamova; Sarbinaz Rasbergenova; Sobir  Alishaev

doi:10.48161/qaj.v5n3a1722

Authors

Ozodjon A. Kuliyev Faculty of Medicine, Alfraganus University, Tashkent City 100190, Uzbekistan;
Khalida O. Ziyaeva Department of Social Work, Faculty of Social Sciences, National University of Uzbekistan, Tashkent City 100174, Uzbekistan;
Kumrinisa R. Abdurasulova Department of Criminal Law, Criminology and Anti-Corruption, Tashkent State University of Law, Tashkent City 100000, Uzbekistan;
Mansurjon S. Boltaev Department of Civil Law, Tashkent State University of Law, Tashkent City 100000, Uzbekistan;
Maloxat N. Azamova Department of Preschool and Primary Education Methodology, Kimyo International University in Tashkent, Tashkent City 100121, Uzbekistan;
Sarbinaz A. Rasbergenova Department of International Law and Human Rights, Tashkent State University of Law, Tashkent City 100000, Uzbekistan;
Sobir T. Alishaev Department of Criminal Procedure Law, Tashkent State University of Law, Tashkent City 100000, Uzbekistan.

DOI:

https://doi.org/10.48161/qaj.v5n3a1722

Keywords:

cultural intelligence (CQ); legal literacy (LL); global educational assessments; PISA and TIMSS; competency-based learning.

Abstract

This analysis examines the influence of Cultural Intelligence (CQ) and Legal Literacy (LL) on student outcomes in international educational assessments, specifically focusing on PISA and TIMSS. Objective: The primary objective of this study is to evaluate the extent to which CQ and LL affect students' abilities to effectively engage with international standardized testing formats and to suggest methodologies for the integration of these competencies into educational curricula. This study investigates the impact of Cultural Intelligence (CQ) and Legal Literacy (LL) on student performance in international standardized assessments, specifically PISA and TIMSS. A quantitative research design was employed, with data collected from 804 students across 39 classrooms in five countries. CQ was assessed using the Cultural Intelligence Scale (CQS), and LL was measured via a validated Legal Literacy Index (LLI). Student scores from PISA and TIMSS were then analyzed using hierarchical linear modeling (HLM) to account for both individual and classroom-level variables. The analysis revealed that higher CQ scores were significantly associated with improved adaptability, critical thinking, and problem-solving skills in PISA tests (β = 0.45, p < 0.01). LL demonstrated a greater effect on legal-reasoning and analytical items in PISA (β = 0.29, p < 0.05) and had a moderate positive correlation with TIMSS scores (β = 0.38, p < 0.05), particularly in contexts involving civic or legal content. Both competencies had independent, positive effects, even after controlling for demographic and class-level factors. Schools that actively integrated CQ and LL training into their curriculum saw the greatest overall improvement in student performance on global assessments. These findings provide evidence for embedding CQ and LL skills in education policy and curriculum design to enhance students’ global assessment outcomes and readiness for an interconnected workforce. The implications of this study underscore the critical importance of incorporating CQ and LL into educational curricula through interdisciplinary approaches, hands-on learning experiences, and comprehensive teacher training programs. Educational policymakers are encouraged to prioritize these competencies to improve student performance on an international scale. This research presents an outline for educational institutions aimed at developing graduates who are both culturally competent and legally informed, thereby enhancing their global competitiveness.

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