Evaluating Community Satisfaction with Cultural Ed-ucational Projects through Neutrosophic Plithogenic Iadov

Abstract

This study addresses the gap of assessing the Kawymeno indigenous community's satisfaction with an interdisciplinary teaching project which was designed to enhance cultural identity for these children at risk of cultural loss due to other identity-possessing persons' facilitation. Preservation of cultural identity is important because with indigenous people and non-indigenous persons, for example, globalization might facilitate the loss of the ancestral tongue and age-old activities, thus, it's important to know whether such communities approve or not of such teaching endeavors. Relative to the international findings about intercultural education, very few studies exist that assess the phenomenon from a multicultural perspective of vagueness and varying perceptions from an indigenous perspective which this gap seeks to fill. Through neutrosophic Iadov plitogenic approach—neutrosophic logic to combat contradictions, followed by Iadov plitogenic to consider multi-attribute outcomes—a researcher-created survey was distributed to students, teachers, parents and community leaders. Results found that the project was highly satisfying due to culturally relevant and respectful community participation. This study adds to the body of literature not only by creating a never-before-used assessment of cultural undertakings during ambiguous times, but also by presenting the results as recommendations for better teaching projects that secure cultural identity and increased community cohesion in similarly situated indigenous populations like Kawymeno.