Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Individual characteristics on multicultural team performance: does the role played by leaders and team members matter?

The main purpose of this study was to analyze the impact of individual characteristics of cultural sensitivity, adaptability, cohesion, and cultural diversity on the multicultural team performance. Also, we analyzed the moderating effect of being a team member or a team leader on the relationships mentioned above. To test out hipotheses, data were collected from 415 members of multicultural teams specifically, from 304 team members and 111 leaders. The findings provided evidence to support a positive relationship between cultural sensitivity, adaptability, cohesion, and team performance. Cultural diversity did not show a significant impact on team performance. The study also showed that the leaders and members had different perceptions about the factors that influence team performance. For instance, team members consider that cohesion influences team performance, while leaders consider adaptability as the key factor to achieve performance. Main implications from findings are discussed.

On the intercultural sensitivity of university students in multicultural regions: A case study in Macao

Intercultural sensitivity has been regarded as a very important ability necessary for living in multicultural countries and regions. In this research, the quantitative method was used to explore the intercultural sensitivity of university students in Macao, a typical multicultural region in China. By adopting the Intercultural Sensitivity Scale developed by Chen and Starosta and a sociodemographic questionnaire designed by the authors, this study investigated the intercultural sensitivity level of university students in Macao, and explored whether there were any significant differences in student groups in terms of gender, grade, program (language of instruction adopted in a major), courses related to intercultural communication, overseas experience, and foreign language proficiency. The findings of the study on a sample of 375 participants showed that university students in Macao had a relatively high intercultural sensitivity level. There were significant differences in different student groups in terms of gender, grade, courses related to intercultural communication, and foreign language proficiency. This study has implications for both educational policymakers and educators and can ultimately help university students in a multicultural environment improve their intercultural sensitivity and sustainable development.

The views of school leaders regarding gaining universal values in socio-cultural trips

In the globalizing world, it is seen that life is more intertwined with different cultures. Therefore, intercultural sensitivity has vital importance for a peaceful harmonious common life. In order to ensure this sensitivity, societies must unite with common accepted values. In this regard, the adoption of universal values expressed by the UNESCO-UNICEF has particular importance. Therefore, schools have important responsibilities. Schools may prefer out-of-class activities in the development of positive sensitivity behaviors. In this study, the sensitivities developed by secondary-school students, who are the target group, toward living universal values after participating in out-of-school socio-cultural short-term trip activities were examined. The research adopts the phenomenological approach, which is one of the qualitative research methods. Interview techniques were used in accordance with this model. In line with the purpose of this research, the school administrators, who have the ability to witness the changes in the behavior of the children during and after the socio-cultural planned trip activities and who can best interpret them by filtering, have been reached. According to this criterion, 51 school administrators were selected. The results of the research revealed that short-term socio-cultural trips abroad have effects on living-universal values. It was observed that the positive behaviors in the school environment continued after the trip. We can say that, the development of sensitivity toward living-universal values also positively affects students’ intercultural sensitivity. As a result, it is recommended that school administrators give importance to such activities.

Including migrant students in the primary school: perspectives of Italian principals

Purpose

The aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.

Design/methodology/approach

The method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.

Findings

The following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.

Research limitations/implications

The number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.

Practical implications

The findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.

Social implications

Stakeholders could consider the findings before making decisions and developing policy actions countrywide.

Originality/value

The key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Ethno-National Attitudes as Intercultural Competence Predictors in University Students: Gender Differences

The search for predictors of intercultural competence (ICC) development is one of the important challenges of modern psychology in connection with globalization in all the spheres of modern life, including university education. The purpose of the present research is to show that the ethno-national attitudes (ENA), which Khukhlaev et al. consider as an individual’s predisposition to assess the nationality/ethnicity can determine the severity of ICC features in male and female university students. The sample includes 219 (75% female) first–third year Russian university students. ICC was measured with the author’s modification of the intercultural sensitivity scale (ISS) by Khuhlaev and Chibisova. ISS is based on the Developmental Model of Intercultural Sensitivity, (DMIS) by Bennett and includes 4 subscales: Minimization, Absolutization, Ambivalence, Acceptance. ENA (Nationalistic, Patriotic, Neutral, Negativistic) were determined with the “Scale of ethno-national attitudes” by Khukhlaev, Kuznetsov, and Tkachenko. Descriptive statistics methods, Wilcoxon W-test, and multiple regression analysis were used for statistical analysis in the R software environment, version 3.5.2. The findings of our research showed that Nationalistic and Patriotic ENA are the strongest predictors of studied ICC scales and have an opposite negative impact on Acceptance and Absolutization in both male and female students. This fact should be taken into account in the context of ICC developments.

Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.