Implementation Of Multicultural Education Research Articles

Multicultural Education in Xavier Learning Community, Chiang Rai Province, Thailand

The purpose of multicultural education is not only to preserve cultural traditions among multiethnic students but also to foster critical thinking and reflection on their newly acquired knowledge and on the events occurring around them. While many countries have already focused on the different needs of their student population integrating multicultural education, Thailand’s implementation has been limited, particularly at the preschool and secondary levels in some public schools. This research addresses this gap by focusing on a higher education institution in northern Thailand, Xavier Learning Community (XLC), which caters to students from various religions and ethnic backgrounds. The study aims to understand how XLC implements multicultural education to foster an inclusive learning environment. Employing qualitative research methods, such as participant and non-participant observation, interviews with 25 participants (including Jesuit priests, teachers, lecturers, and students), and document analysis, the research examines the curriculum and activities at XLC that promote multicultural education, critical thinking, and reflection. The research findings indicate that XLC embodies the principles of multicultural education by providing equal educational opportunities, preparing students for a diverse society, and promoting awareness of social justice. XLC’s approach effectively integrates students’ cultural backgrounds into the curriculum, creating an inclusive and supportive learning environment. Notably, critical thinking and reflection courses empower students to address social issues in Thailand. This study provides insights into the effective implementation of multicultural education in higher education settings, emphasizing its potential to establish inclusive and equitable learning environments.

Indonesian mosaic: the essential need for multicultural education

Purpose This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups. Design/methodology/approach Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia. Findings This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices. Practical implications The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education. Social implications The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity. Originality/value This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.

An Interfaith Perspective on Multicultural Education for Sustainable Development Goals (SDGS)

Objective: This study aims to explore the contribution of interfaith perspectives in multicultural education to the achievement of the Sustainable Development Goals (SDGs). The focus is to develop a deeper understanding of how religious values can strengthen tolerance, social cohesion, and peace among students. Theoretical Framework: This study uses a multicultural educational framework and an interfaith perspective as its theoretical foundation. Multicultural education is seen as an important strategy to promote respect for diversity, while an interfaith perspective contributes fundamental moral values to sustainable social development. Method: A qualitative analysis of content technique is employed in the study to analyze Hadith and Quranic texts and lessons. To find themes and subjects about interfaith dialogue and multicultural education, the texts are methodically classified and categorized. Results and Discussion: This research results in a deeper understanding of best practices and challenges in integrating interfaith perspectives in multicultural education. The results show that the integration of religious values can effectively strengthen understanding and appreciation of diversity, as well as support the creation of an inclusive and harmonious educational environment that contributes to the achievement of the (SDGs). The study also offers practical recommendations for educators and policymakers to improve the implementation of multicultural education based on interfaith values. Research Implications: Policymakers, educators, and interfaith workers should take note of the study's significant ramifications. It provides a framework for multicultural education with a strong religious foundation that may be utilized to develop inclusive lesson plans and teaching techniques. Originality/Value: The interdisciplinary approach of this research, which blends Islamic religious teachings with contemporary educational theories, makes it distinctive. It adds something unique to the continuing conversation about diversity and inclusivity in education by providing an Islamic perspective. The study is important because it has the potential to change educational practices and regulations, which will help different groups have more inclusive and respectful learning environments.

Multikultural dan Pendikan Islam

Multiculturalism is the acknowledgment and admiration of the variety of cultures present in a society. Islamic education that embraces multiculturalism imparts Islamic principles while also fostering respect and admiration for diverse cultures and religions. Multiculturalism is crucial for fostering cohesion and concord among religious groupings. The primary objective of multicultural education in Islam is to establish an all-encompassing educational setting where each student is esteemed and embraced, irrespective of their religion or cultural heritage. The multicultural method in Islamic education integrates global concepts, such as tolerance, justice, and peace, into the curriculum. This is accomplished by comprehending and valuing disparities through explicit teaching, collective deliberations, and engaging exercises. Furthermore, Islamic intercultural education places significant emphasis on the value of interfaith discourse as a means to enhance interfaith relations and eradicate preconceptions and prejudices. The implementation of multicultural education within the context of Islam encounters numerous obstacles. One of the criticisms comes from individuals who contend that education should be limited to a select group and uniform in nature. Proper implementation and dedication from all stakeholders can significantly contribute to the development of a more inclusive and harmonious society through multicultural Islamic education. Hence, implementing multicultural education in Islam is a prudent approach to foster cultural comprehension and foster tranquilly and concord in an ever more heterogeneous community.

Moderasi Beragama dalam Perspektif Pendidikan Agama Islam: Implementasi dalam Pendidikan Multikultural di Indonesia

Religious moderation is a campaign aimed at public spaces, especially educational institutions, to overcome intolerant attitudes among individuals. Religious moderation from the perspective of Islamic religious education plays an important role in the realization of multicultural education. This research is descriptive-analytical in nature and uses literature review research methods. The research results show that religious moderation plays an important role in the implementation of multicultural education in Indonesia. This success requires cooperation between parents, students, and educational institutions to create an educational environment that is friendly to different religions and helps students become individuals who are tolerant and have good character. Keywords:Religious Moderation, Multicultural Education, and the Implementation of Multicultural Education

Opportunities and challenges of multicultural education in Ethiopian public universities

This study assessed the implementation of multicultural education in Ethiopian public universities. Using a qualitative holistic case study design, faculty members were selected from Dire Dawa University and Haramaya University using purposive sampling to participate in the study. In addition to interviews, document reviews, and observation were used to collect data. The findings revealed that the implementation of multicultural curricula is at a very low level. Among the major challenges to the implementation of multicultural education are inadequate resources, prejudiced attitudes towards diversity, curriculum politicization, and institutional fragility. Nonetheless, the data analysis also revealed that there are potential opportunities for effective implementation, namely the university's nature, multicultural education courses, guidelines, cultural events, co-curricular activities, and intergroup discussions, all of which offer promising prospects. Faculty members' insight can promote multicultural education by leveraging identified prospects, employing strategic approaches, and embracing culturally responsive pedagogy. Further study is recommended for broader context and generalizability.

Upaya Kepala Sekolah Dalam Meningkatkan Pendekatan Multibudaya di Sekolah Dasar Negri Pasirsari 01

This study aims to identify and analyze the efforts made by the principal in improving the multicultural learning approach at Pasirsari 01 Elementary School. This study uses a descriptive qualitative method to reveal the efforts of the Principal of Pasirsari 01 Elementary School, Mr. Wanto, S.Pd, in improving the multicultural approach at school. Data were obtained through interviews, observations, and documentation, with the main data source coming from the words and actions of the respondents who were observed. The analysis technique involves collecting, reducing, presenting, and concluding relevant data from the field. The results of this work are The implementation of multicultural education at Pasirsari 01 Elementary School has succeeded in creating an inclusive learning environment and respecting cultural differences among students. With strategies that involve integrating cultural values ​​into the curriculum and daily activities, as well as good communication and cooperation between the principal and teachers, multicultural education has increased students' awareness of the importance of respecting differences and forming a strong attitude of tolerance.

Radicalism in Religion: Causes, Consequences, and Countermeasures

This document discusses radicalism in religion, especially Islam. The content includes the definition of radicalism, the causes of radicalism, the consequences of radicalism, and the efforts that can be made to prevent radicalism. Radicalism in religion is not only limited to acts of physical violence, but also includes ideologies and movements that aim to make massive changes. Some of the factors that cause radicalism include economic limitations, low levels of education, and ideologies that deviate from religious teachings. The impact of radicalism includes the politicization of religion and conflicts between groups. Efforts to prevent radicalism can be carried out through the implementation of multicultural education and appreciation of Pancasila values.

Implementation of multicultural education in Islamic education management in As-Salam Bandung High School

Indonesia is a country that has diversity, culture, ethnicity, language and religion, the impact of differences in society often causes problems and hostility and even bloodshed due to heterogeneous understanding. In fact, if differences are combined well, it will produce diversity and awareness that this is all a gift from God which has given the potential to become a pluralistic society in terms of cultural dimensions which will bring a more mature civilization towards a just, harmonious, advanced and prosperous nation. The aim of this research is to implement multicultural education at As-Salam High School in Islamic education management education. The method used is a qualitative method with a library study approach which is then analyzed. The results of this research, Multicultural Education is a concept that must be implemented in everyday life, especially applied in schools so that students have a paradigm/mainsentor a mindset of accepting differences and mutual respect, tolerance, diversity, equality of rights and obligations with the Pancasila philosophy with a Tunggal Ika diversity frame, even though we are different, we are one Indonesian unit. Differences due to the essence of life, everything does not have to be the same, but how can these differences bring a positive appearance towards happiness and prosperity. Instead, differences become classic problems that create complications based on race, religion and ethnicity which create disharmony. The conclusion is that pluralism cannot be eliminated, but how humans respond to differences in terms of ethnicity, culture, ethnicity and religion so that they can be implemented in the management of Islamic education is seen from the multicultural urgency at SMA As-Salam Bandung. Indonesia merupakan sebuah negara yang mempunyai keragaman, budaya, suku, etnik, bahasa dan agama, dampak dari perbedaan dimasyarat sering terjadi menimbulkan permasalahan dan permusuhan bahkan petumpahan dara akibat heterogen pemahanan. padahal apabila perbedaan dikelola dengan baik akan menghasilkan keragaman dan kesadara bahwa ini semua merupakan anugerah Tuhan yang telah memberikan potensi untuk manjadi masyarakat majemuk dari segi dimensi kultular yang membawa peradaban yang lebih dewasa menuju bangsa yang adil, harmonis, maju dan makmur. Tujuan Penelitian ini untuk mengimplementasikan pendidikan multikultural di SMA As-Salam dalam pendidikan manajemen pendidikan Islam. Metode yang digunakan metode kualitatif dengan pendekatan studi perpusakaan yang selanjutnya dianalisis. Hasil dari penelitian ini, Pendidikan Multikutural sebuah konsep yang harus diimplementasikan dalam kehidupan sehari-hari, khususnya diterapkan disekolah-sekolah agar siswa paradigma/ mainsent atau pola berpikir menerima perbedaan dan saling menghormati, toleransi, kebergaman, persaman hak dan kewajiban berfalsafah pancasila dengan bingkai bineka Tunggal Ika meskipun berbeda-beda tetapi kita satu kesatuan Indonesia. Perbedaan karena hakikatnya hidup segala sesuatu tidak harus sama tetapi bagaimana perbedaan ini dapat membawa nampak yang positif menuju kebahagian dan kemakmuran. Alih-alih perbedaan dijadiakan permasalahan yang klasik yang membuat komplik yang dilatarbelakangi suku, agama dan etnik yang membuat tidak harmonis. Simpulan bahwa kemajemukan tidak bisa dihilangkan tetapi bagaimana cara manusia menyikapi perbedaan dari segi suku, budaya, etnik dan agama agar dapat diimplementasikan dalam manajemen pendidikan Islam dilihat dari urgensi multikultural di SMA As-Salam Bandung.

Konsep Kebijakan dan Implementasi Pendidikan Multikultural di Indonesia

A country known for its high level of pluralism is Indonesia. This can be likened to a double-edged sword, not only has the potential for progress, but also the potential for decline, this depends on the quality of its human resources. Of course, this shows how important multicultural education is in Indonesia. This research aims to explore the basic concepts of policy and implementation of multicultural education, as well as refreshing the urgency of multicultural education in Indonesia. The method used is literature study which involves collecting and analyzing information from written sources relevant to the research topic without conducting direct research. The research results identify the core principles of multicultural policy, implementation strategies, and their positive impact on inclusion and cross-cultural understanding in the educational environment. This research provides in-depth insight into the basic concepts of multicultural education policy and provides guidance for policy makers and educational practitioners to strengthen inclusion and diversity in educational institutions.

Multicultural Education Based on Minangkabau Proverbs to Integrate Democratic Values in History Learning

This research aimed to analyze the implementation of the Minangkabau proverbs as a source of democratic values in history learning. The method used in this research used descriptive qualitative research methods with a phenomenological approach. The sample in this study was selected using a purposive sampling technique consisting of 2 teachers of religious subjects and 8 students from each school. Data collection methods used were interviews, questionnaires and literature studies. The data analysis technique in this research uses Huberman's qualitative analysis technique, which includes stages of data reduction, data presentation, and data verification. The results of this research showed that: 1) Minangkabau proverbs contained deep democratic values and were highly respected by the Minangkabau people; 2) The implementation of multicultural education in instilling democratic values based on Minangkabau proverbial traditions with the stages of moral knowing, moral feeling, and moral action helped students understand, reflect on, and apply democratic values in everyday life.; 3) The implementation of multicultural education in history learning faced several challenges, including students' difficulties in understanding the relationship between the Minangkabau proverb tradition and history, as well as a lack of adequate understanding regarding these proverbs. The implication of this research was that integrating the Minangkabau proverbs tradition as a source of democratic values in history learning could make a significant contribution to the development of students' multicultural education.

Empowering Diversity: A Multicultural Approach to Inclusive Islamic Education

This study aims to analyze the learning model in multicultural-based inclusive Islamic education conducted at the State High School Education institution 1 Sumber Sumber District, Probolinggo. This research method is a qualitative research type case study. The informants in this study were three people: school principals, PAI teachers, and curriculum waka. The results of this study show that the learning model in multicultural-based inclusive Islamic education applies first the Islamic Education Curriculum with an Inclusive-Multicultural Vision to internalize the learning model in the implementation of multicultural education so that awareness is born to maintain community cohesiveness while honing self, social, and cultural wisdom, none other than the formal learning process at each level of education. Second, the Epistemological Transformation Paradigm of National Education can be applied to the principles of national education implementation. Based on the study's results, several implications can be made for improvement in education. These results and research will likely improve how learning models can be designed and implemented effectively in multicultural-based, inclusive Islamic education.

A country that has successfully implemented multicultural education: A case study of Jews in Ukraine

Relevance. The relevance of studying the successful experience of multicultural education on the example of the Jewish community of Ukraine is justified by the importance of forming the educational sector within the framework of the modern, tolerant and inclusive world. Purpose. The purpose of the study is to investigate the ways in which the Ukrainian state successfully implements the principles of multicultural education, considering the main aspects that promote mutual understanding and harmonious coexistence of different cultural groups. Methodology. The research methodology is presented by the method of synthesis, cultural, conceptual and structural analyses. Results. The study reveals the factors of successful implementation of multicultural education by the Ukrainian Jewish community, based on mutual respect, openness to diversity and the use of personal experience as a means of building a common future. Key aspects include creating a favourable environment for learning and interacting between cultures, as well as using historical experience to build tolerant attitudes. The findings underline that being open to difference contributes to creating an environment in which each ethnic group feels valued and is encouraged to engage in learning and sharing experiences. The results of the article point to the importance of considering the historical context, supporting cultural identity and developing positive attitudes towards diversity, which can contribute to peaceful coexistence in today�s inclusive world. Conclusions. The study underscores the importance of well-trained teachers in multicultural education to effectively integrate these concepts into teaching. It also emphasizes the crucial role of financial and organizational support from specialized foundations and community centers in providing resources for developing multicultural education programs. The results of the study can be used as an example for other countries aimed at improving multicultural education and the coexistence of different ethnic and cultural groups. Keywords: tolerance; diversity; development; historical experience; ethnic identity

Implementation of Multicultural Education As Revitalization of National Awareness for Sociology Education Students

Despite the optimism of many scholars, activists, and educators for a fully multicultural world, the aims of people of colour and multiculturalists are still hindered by social problems such as racism, inequality, injustice, and poverty. This research aims to explore multicultural education in a nation that is becoming more aware, specifically focusing on students studying sociology education. The study method adopts a qualitative phenomenological approach that focuses on comprehending the significance of different experiences and human interactions. It is crucial to cultivate an understanding of students' sociology education in order to promote awareness of intercultural marriages in both academic and non-academic settings. Resistance to implementing intercultural education is present both within the organisation and from external sources. Multiculturalism aids students in understanding and valuing the various aspects of culture, language, ethnicity, religion, and race that contribute to the Indonesian nation, which is essential for the formation of national identity. Multicultural education theorists and policymakers in universities should challenge assumptions about ethnic and cultural dominance and promote the inclusion of the Indonesian language in multicultural education.

Implementation of Multicultural Education as Efforts to Strengthen the Five Main Character Values of Student Moderation at SDN Kutuh Kintamani

This research aims to reveal, understand, describe, and analyze facts about implementing multicultural education as strengthening the five central values of student character in the form of moderation at SDN Kutuh Kintamani, holistically and comprehensively following the science of religious education. The type of research used was descriptive qualitative. The methods used in data collection were interviews, observations, and documentation. The technique for determining informants was carried out using purposive sampling, taking samples adapted to the research objectives, and data analysis was carried out in four ways: data collection, reduction, data presentation, and data verification. Implementing multicultural education and strengthening the five central character values is very important for students' lives in society, in addition to understanding the five central character values that the Ministry of Education and Culture has determined as a reference for realizing religious moderation to prevent discriminatory actions against different groups in society, and also embodies the spiritual teachings they adhere to. This research impacts the social life of society to understand multicultural education, which can strengthen the five central character values as a form of religious moderation established by the Ministry of Education and Culture to foster solid and reliable religious tolerance. This research focuses on a study of the implementation of multicultural education to strengthen the five central character values of students' religious moderation, which has been carried out previously.

Implementasi Pendidikan Multikultural dalam Pembentukan Karakter Siswa Kelas IX di Sekolah Multikultural SMPS Sultan Iskandar Muda

Multiculturalism is an understanding that emphasizes the equality and equality of local cultures without ignoring the rights and existence of other cultures, which is important for us to understand together in the life of a multicultural society like Indonesia. Multicultural education can be formulated as a form of awareness about cultural diversity, human rights as well as reducing or eliminating all types of prejudice or prejudice to build a just and advanced society. Multicultural education can also be interpreted as a strategy to develop awareness of a person's pride in their nation. The aims of this research are: (1) To determine the implementation of multicultural education at the SMPS Sultan Iskandar Muda Multicultural School; (2) To determine multicultural education in shaping the character of class IX students at the SMPS Sultan Iskandar Muda Multicultural School, and (3) To determine the impact of multicultural learning on the attitudes of class IX students at the multicultural school SMPS Sultan Iskandar Muda. In this research, the research method used is a qualitative approach and analytical descriptive methods. Data collection was carried out in 3 ways, namely, observation, interviews and documentation. The results of this research show that: (1) The implementation of multicultural education is carried out in various ways, the first is learning procedures, namely: Praying, seating arrangements for children, dividing groups, inserting multicultural values ​​in each subject, and teachers participating in emulating multicultural education, the second is a joint religion class program, and the third is a diversity chatbot program (2) With multicultural education, it can shape students' character starting by providing lessons about politeness and humanity, mutual respect, cooperation and tolerance, not discriminating, etc. -other. (3) The existence of multicultural learning has a very positive impact on yaoti by being disciplined, maintaining manners, not discriminating against ethnicity, race and characteristics. Students can appreciate differences so that there is no gap between one child and another, especially students at SMPS Sultan Iskandar Muda who have diversity.

Implementasi Pendidikan Berbasis Multikultural: Membentuk Karakter Siswa Menuju Indonesia Emas 2045

Cultural and religious diversity in Indonesia, believed or not, will be able to cause problems that are now facing this nation. Corruption, Collusion, Nepotism, thuggery, political strife and the most prevalent at this time is bullying in schools and outside schools. The implementation of Multicultural-Based Education offers an alternative through the application of the concept of education to the use of diversity in society, especially in students. This education is also important to be applied to children from an early age to grow into a generation tolerant of diversity. This type of education can be given directly by the school, through teachers and applied by parents at home. The novelty in this article is to find a new path in the Implementation of Multicultural-Based Education to shape the character of students towards a Golden Indonesia 2045. The purpose of this study is to describe the results of research related to multicultural education and student character building in education in Indonesia. The findings in the articles can make the basis for formulating new paths or providing recommendations in the implementation of multicultural-based education to shape student character towards Golden Indonesia 2045. The method used in this study is a literature review of Indonesian and English articles in 2018-2022 sourced from google scholar search sites, National Journal (Garuda) and Journal of Education Management with the keywords "Multicultural Education", "Education Implementation" and "Student Character". The data analysis procedure was carried out based on a qualitative approach, research findings showed that the implementation of Multicultural Education had an important positive influence on student character. Students will experience increased understanding and appreciation of differences, both in terms of culture, religion, and social values. Multicultural education must be taught from an early age by teachers through integrating into subjects, using various strategies and variations inside and outside the classroom and creating a culture of equal treatment without differentiating in the school environment.

Implementation of Multicultural Education in the Subject of Aqidah Akhlak

Multicultural Education is an effort to instill awareness and develop mutual respect to realize the needs and ability to cooperate with all differences. Implementation of Multicultural education is a process of implementing education that teaches students to accept the differences that exist in themselves and others through the values of multicultural education. The purpose of this study is to analyze the implementation of multicultural education on the subject of aqeedah morals. The type of research used in this research is Research and Development with the ADDIE development model. The subject of this research is educational actors. Based on the research results, the implementation of multicultural education in the subject of Aqidah Akhlak is that this approach has great potential to promote broader understanding and tolerance among students in the context of cultural, religious, and ethnic diversity. By integrating multicultural elements into learning Aqidah Akhlak at MTs Azzahra Tasikmalaya students can develop a deeper understanding of universal human values, respect differences, and build harmonious relationships with people from different cultural backgrounds.

Celebrating Multiculturalism in School Education: Parents’ Perspectives

Inclusion is progressively becoming a fundamental aspect of societal norms. Multicultural education is an educational approach that aims to integrate diversity into the learning process. The objective of this educational approach is to mitigate biases and stereotypes associated with other cultures and ethnicities. Nepal is a diverse nation, including several cultures, languages, and ethnic groups within a compact geographical region. In an increasingly globalized society, the implementation of multicultural education is imperative, but it presents some difficulties. This study examines the role of parents in implementing multicultural education in a school context by exploring their viewpoints and understanding of the topic.

Pre-Service Ece Teachers’ Experiences in Implementing Multicultural Education

This research explores the essential importance of pre-service early childhood education (ECE) teachers having a strong comprehension and proficiency in intercultural instruction. This research focuses on examining the practical experiences of 168 pre-service ECE teachers from four institutions in Kalimantan. The main objective is to investigate how these teachers negotiate the implementation of multicultural education throughout their field placements. The research utilizes a descriptive quantitative research methodology by conducting surveys. Pre-service ECE teachers utilize a variety of methods to introduce and commemorate cultural diversity among young learners. These activities encompass field visits, media exploration, cultural performances, and storytelling to cultivate comprehension and admiration for diverse cultures. Although a few individuals encounter difficulties when carrying out tasks, the majority enthusiastically adopt interactive methods to enhance their experiences and expand their viewpoints. The assessment of multicultural education entails the quantification of engagement, comprehension, and reactions, thereby emphasizing specific domains that require enhancement. Efforts to tackle negative attitudes focus on promoting inclusive dialogues and cooperative endeavours, while refraining from punitive actions. Engaging parents, cultivating intercultural comprehension, facilitating discourse, and commemorating festivals all contribute to establishing inclusive educational environments where diversity is respected and celebrated. This research emphasizes the crucial significance of a comprehensive approach to multicultural teaching for pre-service ECE teachers. It also highlights the necessity of ongoing evaluation to enable the continuous enhancement of practices in this important educational field.