Reconstructing Children's Story Writing in Regional Languages Through Lecturer Role Modeling

Globalization and the dominance of national and foreign languages have contributed to the declining use of regional languages in literacy practices among younger generations, including children's literature learning in higher education. This study aims to reconstruct regional language children's story writing practices by strengthening the role of lecturers as cultural literacy role models. The research employed a quantitative descriptive approach supported by qualitative data through observations, interviews, document analysis, and questionnaires involving 33 students in children's literature courses at universities. Data were analyzed using descriptive statistics and thematic interpretation to identify lecturers' exemplary roles in the learning process. The results indicate that all indicators of lecturers' roles were categorized as very high, with average scores ranging from 4.39 to 4.64 on a five-point scale. Lecturers actively demonstrated creative writing processes, provided examples of regional language use in literary works, guided writing activities, gave feedback, encouraged publication, motivated students, developed collaborative learning environments, and integrated character values into literary creations. These findings demonstrate that lecturers’ roles as cultural literacy models significantly contribute to strengthening cultural identity, revitalizing regional languages, and developing writing cultures in higher education. The study proposes a learning model that positions lecturers and students as collaborative creative communities in preserving local cultural values through regional language children's stories.