Purpose The purpose of the study is to explore how cultural values, specifically individualism and collectivism, relate to public and private education in Kosovo. By examining the Individualism Index (IDV) through a quantitative analysis with 849 participants, the research aims to address the knowledge gap regarding non-Western, educated, industrialized, rich and democratic (WEIRD) contexts, as most studies focus on Western societies. Design/methodology/approach The study employed a quantitative and exploratory methodology, utilizing the Values Survey Module 2013 (VSM 2013) to assess participants' cultural values. A total of 849 individuals from Kosovo were recruited to complete the survey, which included questions aimed at measuring the IDV and various cultural dimensions. The data collected were analyzed to identify differences in individualism between students attending public and private educational institutions. Findings The study found no statistically significant difference in the IDV between students attending public and private educational institutions in Kosovo. This suggests that the educational environment, whether public or private, has a limited impact on the ingrained cultural dimensions of individualism and collectivism. The results support Hofstede's assertion that cultural values are largely shaped by enduring societal norms and historical contexts rather than short-term educational experiences. Originality/value The originality of this study lies in its focus on Kosovo, a non-WEIRD context, to investigate the interplay between education and cultural values of individualism and collectivism. While much existing research primarily examines these concepts in Western societies, this study provides valuable insights into a newly independent country, thereby filling a significant gap in the literature. By utilizing the VSM 2013 with a substantial sample size of 849 participants, the research offers an empirical analysis that challenges and extends Hofstede's theories on cultural values. Additionally, the emphasis on public versus private education provides a fresh perspective on how educational environments resonate with enduring societal norms within a specific cultural framework.
Kadriu et al. (Thu,) studied this question.