Abstract
As higher education institutions deal with the increase of international students, teachers areincreasingly concerned with the potential challenges in dealing with teaching and learning ina culturally diverse classroom. The purpose of this study is to examine the level of culturallydiverse teaching competence of teachers in international higher education institutions. Thecultural diverse teaching competence is measured based on the five dimensions typology ofmulticultural education. They are awareness, relationship, instruction, respect, and prejudice.A cross-sectional survey design was employed with a sample of 241 participants was takenfrom a university located in Thailand. The results of the students thought that teachers weremost competent at building respect for diversity and that teachers were least competent atgeneral cultural awareness and combating prejudice. In addition, the majority of studentscome from single cultural and become more multicultural as they progress through school.Lastly, there were differences in cultural competence when comparisons were made byfaculty.
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