A qualitative study of students’ perception on multicultural competence of academic teachers in India

Abstract

Purpose : This study aims to identify multicultural competences (behaviours, knowledge and attitudes) specific for teaching culturally diverse students belonging to different nationalities and ethnicities, discuss their essence and importance. Methodology/approach : To explore understanding of multicultural competences a case study approach was applied. Qualitative research was based on the students’ feedback survey containing open ended questions. Findings : The results of the study allow to answer the research question which multicultural competences are key for teachers. From a students’ perspective teachers should be aware of special needs of individuals from different cultural backgrounds. Therefore, they should apply this knowledge to specific teaching strategies and interpersonal cues to create a supportive classroom atmosphere and to cater the needs of diverse students. Implications : The current focus in the well-established tradition of teaching and learning in India is not only on the development of professional competences, achieving higher levels of commitment and motivation, but also building multicultural competences. Today’s classrooms require teachers to teach students with different cultures, languages, abilities and other characteristics. The framework of developing core multicultural competences should be built based on perspective of different groups of stakeholders. Originality/value of the paper : The results have special added value in defining key multicultural competences of academic teachers and building framework of teaching competences in global context.