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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
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Introduction
In recent decades, Western societies have faced an intense immigration and refugee phenomenon,
which has led to the creation of diverse societies, giving them a strong multicultural character (Parthenis
and Fragoulis, 2016). In the context of the given situation, various theories were developed and new terms
emerged, such as “multiculturalism”, “intercultural education”, “intercultural psychology”, “intercultural
competence”, “intercultural readiness” etc.
Multiculturalism, according to Hohmann (Govaris, 2011), is the social situation that arises due to
immigration, while intercultural education is the pedagogical programs that are developed, in relation to
the problems created by immigration (Govaris, 2011). In other words, multiculturalism is considered a
given social reality, while intercultural education is considered the “means” of creating conditions for the
interaction of cultures (Parthenis and Fragoulis, 2016).
Multiculturalism is a phenomenon that has been observed for decades in Greece as well and has
a strong impact on Greek education. In particular, nowadays the increase in foreign students studying in
Greek schools is remarkable. At the center of interest are mainly the performance and the socialization
process of foreign students (Georgoyiannis, 2009). As it turns out, multicultural education tends to be
included in the educational curriculum of the majority of countries.
The purpose of intercultural education is to:
a) increase awareness of the extent to which our thoughts, values and behaviors are products of
our own culture and not necessarily functional,
b) increase capacity and skill for interacting with people, who have different norms, values, ways of
thinking and perspectives, and
c) increase the ability to control our behavior so that it is maximally effective in our relationships with
people of different cultures (Zoniou and Haramis, 1997).
Multicultural Competence as a Teacher’s Metacognition to Achieve a
Positive School Climate
Gergana Dyankova
1*
, Simona Nikolova
1
1
South-West University “Neot Rilski”, Faculty of Pedagogy, Blagoevgrad, Bulgaria,
e-mail: diankova_g@swu.bg; simona.nikolova@swu.bg
Abstract: Our modern times are marked by socio-economic and cultural processes whose effects are rapidly crossing
national borders and creating a global community for which multiculturalism is no longer just a concept but a social reality. As a
key tool for its harmonization, intercultural education is determined, which provides conditions for interaction between cultures
and prepares multicultural individuals. There is a need for the teacher to acquire the appropriate intercultural readiness and
competence to enable her to posit the climate in the classroom. At the same time, there is a lack of research on the psychological
climate in culturally mixed classrooms, characteristic of most schools today. The aim of the study is to investigate the importance of
teachers’ “intercultural readiness” factors for achieving a positive psychological climate in a multicultural educational environment.
The research instrument synthesizes questionnaires on the classroom, on the organization of the educational environment and
on the psychological climate and adapts them to the level of primary school education. The sample consisted of 95 teachers
from Attica in Greece. The data were analyzed with the statistical package SPSS and one-way ANOVA was applied. The
research assumption is conrmed that universities preparing pedagogical specialists are responsible for developing master’s
degree programs in intercultural education or courses for additional professional qualication with a focus on the formation of
intercultural competence as a teacher’s metacognition.
Keywords: transgressive education, multimodal educational environment, preschool age.
Original scientic paper
Received: June, 22, 2023.
Revised: August, 03.2023.
Accepted: August, 07.2023.
UDC:
37.091.12:005.963(495)”2022”
316.644:37.011.3-051(495)”2022”
10.23947/2334-8496-2023-11-2-257-265
© 2023 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: diankova_g@swu.bg
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
climate, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 257-265.
Theoretical basis
It is established that many factors, such as social stratication, can lead to the differentiation of
students’ learning readiness and abilities. It is the responsibility of the school to try to compensate for
any cultural and educational decits, through the implementation of compensatory educational programs
and differentiated teaching (Matsangouras, 2007). In order to cope with the given reality, teachers, as
scientists but at the same time as professional educators, need not only basic professional education, but
also continuous training and education within the context of the school itself. The need therefore arises
for the teacher to acquire the appropriate “intercultural readiness and competence” that will enable her to
cope with today’s school reality.
The term “intercultural readiness” of the teacher refers to her ability to respond to the special
requirements imposed by the composition of the student ethnicity and culture of a class, in which students
with different linguistic and socio-cultural characteristics study. The term “intercultural competence”
refers to the creation of feelings, behaviors and opinions of a person, towards the “other”, through his
education, and it is possible to be inuenced by the knowledge of their own culture and the foreign culture
respectively (Hall and Toll, 1999). Also, by the term “intercultural competence”, is meant any theoretical,
scientic, research and didactic knowledge of the teacher about cultures, languages, living conditions,
etc. of individuals who come from different countries and are integrated into the social fabric of another
country (Bobaridou-Kuneli and Georgoyiannis, 2004).
The modern social reality, characterized by uidity, increasing trend of globalization, multicultural-
ism, and competition, seeks an appropriate school and pedagogical environment which is capable of
contributing both to the harmonious integration of the student into society, and to the framing of practices
that ensure equal opportunities for both gender, people with special educational needs and abilities, but
also people with special cultural and linguistic characteristics (Markou and Parthenis, 2011).
With reference to the psychological and emotional formation of attitudes and opinions towards
multicultural school environments as well as the theoretical and practical preparation of teachers for them,
the above situations are found both in the Greek and foreign literature under the terms “inter-cultural
competence” and “intercultural readiness” (Bobaridou-Kuneli and Georgoyiannis, 2004; Spinthourakis
and Karatzia-Stavlioti, 2006; Hall and Toll, 1999). The intercultural competence and readiness of the
teacher should be the goals and conditions for the correct performance of her pedagogical activities
(Markou and Parthenis, 2011).
By “educational competence”, we mean all the necessary knowledge that the teacher must have in
order to be theoretically, scientically, research and teaching qualied. This knowledge is acquired in the
context of her education in the University Departments, but also at a later level. According to Babiniotis
(1998), teaching prociency is the certicate of teaching ability granted by a higher state body such as the
Ministry of Education, to holders of certain diplomas of a specic cognitive subject and is necessary for
the teaching of this subject (Babiniotis, 1998). The degree granted as a teaching certicate includes all
the necessary knowledge, but also the skills required by the teaching process so that the teacher is able
to cope with his educational duties (Georgoyiannis, 2009).
The term “intercultural psychology” refers to the science that investigates the degree to which the
cultural identities (both at individual and group level) of mobile populations differ, since the developing
individual is a product of social processes, but also the degree of differentiation of the prevailing national
identity of the host country (Georgoyiannis, 2009).
In the context of the new social data, there should be a redenition of education as it determines the
cultural and intellectual capital of society. According to the views of social psychology, the perceptions that
man forms about “others”, about the phenomena and things around him, derive from the mental behavior
of the system of values and norms of each culture (Markou and Parthenis, 2011). Through the process
of socialization, the individual learns to identify similarities and differences, and to assign an emotional
character to his evaluations of others. Depending on the organization of the respective social order, the
“other” can be dened as a “stranger”. “Foreigner” is dened as “one who is not foreseen as part of the
established cultural reality and can question the self-evident elements of this reality” (Govaris, 2011: 21).
According to Simone de Beauvoir (Andreou, 2011), “The category of the Other is as primordial as
consciousness itself”, and “no community is ever dened as a unit without automatically confronting it
with the Other. For the villager, everyone who does not belong to his village is “other” and suspect. For
the inhabitants of one country, the inhabitants of other countries are strangers.” The above position has
particularly attracted the interest of the social sciences, expressing the well-known distinction between “in-
groups” and “out-groups” (Andreou, 2011: 198). In the context of “in-groups”, which are also called “we”
groups, “social identities” are created, i.e. the perceptions of people, which make them experience the
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
climate, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 257-265.
feeling of “belonging”. As “out-groups” or otherwise groups of “others”, are dened those groups to which
we do not belong and therefore there is no identication on our part with them. The two groups above
are separated from each other by a social boundary, which can be either spatial (e.g. neighborhoods,
communities, countries, etc.), or social (e.g. different ethnicity, gender, religion, class, profession etc.).
Thus, by creating a sense of “us and others” in a group, certain boundaries are automatically
created within it, as well as exclusion zones, which prevent any other person from joining it, naturally
causing negative feelings of competition, disgust, and enmity on the part of the members of the “outgroup”
and feelings of security and solidarity within it (Andreou, 2011). The changes that take place in the modern
era due to the continuous movements of the population and globalization, make it imperative that people
adapt to the new social reality. They force the person’s unhooking from their primordial characteristics
and the acceptance of the new reality, so that the person led from the initial state of manipulation and
alienation, to emancipation and autonomy. This will be achieved according to Plato’s work through
education (Govaris, 2011).
It is this maxim that afrms the key importance of the school age for the harmonious integration of
the student in society, on the one hand, and on the other – as the sensitive period in which the awareness
of the multi integration process is operationalized. The role of the teacher who accompanies and supports
the adolescent in the process of self-realization stands out, as well as the expectations for competent
stimulation of the transformations of the Self from ethnocentrism to ethnorelativism. Overcoming difculties
and negative experiences arising from cultural differences at the school age stage requires psychological-
pedagogical work with students based on acceptance of the whole personality, formation of pro-sociality,
and cultural sensitivity by creating for students a “psychological and social space where they can be
accepted with understanding and faith in their abilities” (Tasevska, Dyankova and Dermendzhieva, 2017:
1403).
That is, the opinion is conrmed that the implementation of such educational interactions exceeds
the traditional professional skills of the teacher and implies the development of specic meta-pedagogical
competencies in the modern teacher.
In conclusion, the formation of “multicultural personalities” is mentioned as a goal in the above
context. According to this term, man/citizen is equipped with cultural capital, which has been acquired
through his socialization, but on the other hand he has both the ability and readiness to adopt additional
elements from different cultural contexts. Also, he becomes able to communicate effectively with people
with different cultural capital (Kesidou, 2008). So also in the microcosm of the school, if students learn
to live with the “other”, the different, then as a rule they will in the future be able to interact successfully
with people from different linguistic and cultural backgrounds and at the macro-level of society (UNESCO,
2002). The ultimate goal of all people living in a country, regardless of cultural and linguistic origin, is to
provide for the possibility of personal development and self-realization, but also ultimately the creation of
a society, which will not be characterized by the phenomena of social exclusion, xenophobia, of racism,
etc. With the “progressive operation of the school”, it is therefore possible to pursue and achieve the
reformation of society in the desired directions (Kesidou, 2008).
The psychological climate of the classroom is characterized as a key factor that affects children’s
school learning, contributes to their socialization through their adaptation to school and wider social life
and nally ensures children’s mental health. A positive climate is recognized as a key factor in successful
and effective schools. It is the result of social interactions between students and between students and
their teachers, and is inuenced by both educational and social values (Koth, Bradshaw and Leaf, 2008).
Plenty of research highlights the importance of a positive classroom climate in improving both school
performance and student socialization (Brock et al, 2008).
However, the absence of research on the psychological climate of the classroom in culturally mixed
classrooms, which characterize the majority of schools today, is evident.
Materials and Methods
A “closed-ended” questionnaire was used to collect the data, including various questions about
demographic factors, intercultural readiness and teachers’ classroom climate. The graded ve-point Likert
scale was chosen in most questions, while multiple-choice answers were included. The obtained data are
analyzed with statistical package SPSS and one-factor analysis of variance (one-way ANOVA, one-factor
ANOVA) is applied.
The research took place between May and June 2022 and results from the participation of 95
teachers who teach in General Primary Schools in various regions of Attica. Different areas of Attica
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
climate, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 257-265.
were selected to include schools with many foreign-language student populations and schools with a
less multicultural student population. The different gradation of the percentage of multicultural student
potential supports the research on the relevance of this element to the intercultural readiness of teachers
and, by extension, to the psychological climate that prevails in these classes.
The writing of the questionnaire is based on an improvised questionnaire that was used in similar
research (Sotiriou and Iordanidis, 2014), but was shaped by the bibliographic study of the present work
on the intercultural readiness of teachers and the psychological climate of the classroom. Thus, the
questionnaire concerned questions related to the investigation of teachers’ intercultural readiness and
questions related to the psychological climate of their classroom. It also included an introductory note
clarifying the purpose of the research while clarifying the anonymity of the data. In addition, it was made
clear that the resulting data would be used exclusively for the work and that completing the questionnaires
was extremely helpful for preparing said work. The questions were demographic, i.e. they related to age
and gender. At the same time, they were followed by questions related to the level of education of the
teachers, their teaching experience in multicultural classes and the intercultural approach to teaching
(implementation of the curriculum and education models, the approach to the “different” and development
of intercultural communication).
Overall, theoretically and empirically, the questions concerned the teacher’s intercultural
preparedness. In the continuation of the questionnaire, the questions related to the investigation of the
existence of a positive psychological climate in the classroom from the teachers’ point of view.
Questions were used from a questionnaire drawn from similar research investigating the
relationships between classroom climate and teacher job satisfaction. This questionnaire, as presented in
the given research, is a synthesis of questions from various questionnaires.
It consists of the following:
a) my Classroom Questionnaire (Matsangouras, 1998),
b) questions from the Order and Organization scale of the Classroom Environment Scale,
c) questions from the Student Relations scale of the Revised School Level Environment
Questionnaire (Johnson, Stevens and Zvoch, 2007), adapted to the level of primary school classes and
d) questions formulated based on the conceptual denition of climate (Sotiriou and Iordanidis,
2014).
The contact with the participating teachers and the completion of the questionnaires was done
through visits to the schools after prior consultation with the Principals, the School Counselor and the
teaching staff so as not to disrupt the orderly operation of the school units. The teachers’ participation
was completely optional, and their participation was their only choice. The questionnaires were completed
outside of their teaching hours.
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
climate, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 257-265.
Results
According to the results of the statistical analysis, most of the teachers of the sample teach in the
rst grade (43%), and are women (63%). Additionally, most of them are 31-40 years old (42%) and 41-50
years old (39%) and have a master degree (67%). Almost half of the sample has not attended seminars
(49%), and 36% have attended intercultural education conferences, which is an important percentage
(Table 1). Most of the teachers of the sample have 6-10 years’ work experience in teaching and 1-5 years’
work experience in teaching in multicultural classrooms (63%).
Table 1.
Participant statistics
Table 2.
Distribution of responds (N/%)
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Table 2 reects the summary of the data obtained by registering information on the number in
absolute value (N) and in percentage (%).
Fifty six percent of the teachers use “very” or “very much” alternative teaching models adapted for
a multicultural environment and 70% think that the teaching methods they use are “very” or “very much”
suitable for multicultural environments. Additionally, 44% meet “very” or “very much” their educational
tasks in classes with linguistically and culturally diverse students 43% answered that they can respond
satisfactorily enough to managing problems and conicts with students from different cultural groups. It
is important to notice that 55% of the teachers nd it “very” or “very much” useful to participate in training
programs concerning multicultural classroom management issues.
As concerns the climate of the classroom, 58% of the teachers answered that their students are
cooperative enough, 54% answered that their student struggle a little bit or not at all with the exercises
they do, 45% answered that the children in their class ght a little bit or not at all and 38% answered that
there is enough competitive atmosphere in their class.
Also, 47% answered that in their classroom there is a positive enough climate.
The data collected in the process of empirical research were statistically processed and the results
of the applied analysis are presented in detail in Table 3.
Table 3.
Descriptive statistics
Discussion
In this context, experimental data are subjected to additional statistical processing, according to
their specicity, scale of measurement and type of sample.
As a result of the application of one-factor analysis of variance (one-way ANOVA, one-factor
ANOVA) only the statistically signicant regularities for the studied variables were derived and discussed
discursively. Several hypotheses have been tested sequentially, and the results discussed reect
statistically signicant differences, namely:
1. A legitimate statistically signicant difference was found in the responses of the men and
women participating in the study regarding:
- “the use of alternative teaching models adapted for a multicultural environment” (F=83.225,
p=0.000);
- “the use of teaching methods suitable for a multicultural environment” (F=58.839, p=0.000);
- “the possibility of completing educational tasks in classes with students of different linguistic and
cultural diversity” (F=57.439, p=0.000);
- “satisfactory response in managing problems and conicts with students from different cultural
groups” (F=7.721, p=0.007);
- “participation in training programs concerning the problems of multicultural classroom management”
(F=63.038, p=0.007);
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
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- “cooperativeness of students in class” (F=10.221, p=0.002).
The stated nding testies to the ability of the respondents to manage the pedagogical interaction
in the multicultural educational environment. Their level of intercultural readiness is actually the result of
their professional competence to adequately respond and satisfy the linguistically and culturally diverse
needs of students. Therefore, the overwhelming positive responses found in the group of female teachers
regarding the use of alternative teaching models adapted for a multicultural environment; teaching methods
suitable for a multicultural environment; educational tasks differentiated according to the different linguistic
and cultural status of the learners, reect the intercultural sensitivity encoded in their competence prole.
Given the research assumption that multicultural competence is meta-level competence, the
statistically signicant difference found explains the factor weight of intercultural sensitivity as a determinant
of intercultural readiness.
This is associated with the peculiarities of women’s role models in traditional and modern society,
as well as with the biologically determined maternal instinct. In this context, the results reveal the positive
attitude of female teachers regarding the professionally stated position of managing problems and conicts
with students from different cultural groups; for participation in training programs concerning the problems
of multicultural classroom management and for the application of cooperative learning as an effective
pedagogical technology in a multicultural educational environment favoring a positive school climate.
No statistically signicant difference was found in the perception of men and women
regarding “students’ difculties with the exercises and the need for support” (F=3.224, p=0.076). The
indicated nding identies in the professional-competence prole of the respondents from both groups
the presence of pedagogical responsibility in the performance of the professional role, primarily oriented
to the quality of the pedagogical interaction and to a high degree of academic success of students in a
multicultural educational environment.
2. Participation in seminars related to continuing qualication for the acquisition of
multicultural competence directly inuenced the competence of pedagogical specialists to
organize an environment guaranteeing the possibility of “students working together” (F=3.191, p=0.046).
The results of this item highlight the perceived need by the respondents to expand and upgrade their
professional competencies in view of the specicity of pedagogical interactions in the heterogeneous
classroom. The research assumption is conrmed that the intercultural readiness of the teacher and his
ability to create a positive psychosocial climate in school is a consequence of active inclusion in the forms
of continuing pedagogical qualication for work in a multicultural educational environment.
3. A regular relationship was established between the language training of pedagogical
specialists and the “predominance of a positive climate in the classroom” (F=3.582, p=0.032). The
research assumption is conrmed that the intercultural readiness of the teacher is directly dependent
on his skills to implement relationships of participation, recognizing and making use of valuable funds of
knowledge in culturally and linguistically differentiated communities.
4. No statistically signicant difference was registered for the organization of intercultural
interaction and the educational level of the pedagogical specialists. The indicated nding reveals
an alarming trend that the educational qualication of the teacher does not have a factorial weight in
relation to the readiness to work in a multicultural educational environment. The research assumption
is conrmed that universities preparing pedagogical specialists are responsible for the development of
master’s degree programs in intercultural education or courses for additional professional qualication
with a focus on the formation of intercultural competence as a teacher’s metacognition.
Conclusions
In summary of the interpretive analysis of the key concepts of the problem and according to the
results of the conducted research, the following ndings are necessary:
- the degree of awareness, training and competence in matters of intercultural education of
pedagogical specialists trained in Greek universities is low;
- the higher pedagogical education in Greece does not provide full academic training in the context
of the needs of the multicultural educational environment and the formation of the necessary intercultural
readiness of the modern teacher.
For this reason, the majority of teachers are insufciently effective in carrying out their teaching
tasks in classes with linguistically and culturally diverse students. The identied results reveal decits in
the intercultural readiness of Greek school teachers and problematize the issue of the quality of higher
pedagogical education in the context of multiculturalism.
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Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school
climate, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 257-265.
In the modern Greek school, the composition of the student population has changed and
multiculturalism is now a common feature of almost every classroom. Therefore, in the face of the new
multicultural reality, the school must adapt the system and teaching methods to the new data in order to
effectively help foreign students. Therefore, the role of teachers is decisive for the smooth integration of
students as it implements the educational policy.
For this reason, not only their intercultural competence, but also their intercultural readiness is of
particular importance. The interculturally prepared teacher has the theoretical knowledge but also the
ability to put into practice the principles of intercultural pedagogy in her teaching. In addition, she can
handle issues related to diversity and problems arising from the coexistence and interaction of culturally
diverse students with uency.
In the management of multicultural classrooms, programs of teachers’ training are essential for
their competence in the relative theoretical and practical developments, provided that they contribute
to their intercultural readiness (Coelho, 2007). Still, the programs of continuing education encourage
collaborations and create safe environments for the growth of experimentation and innovative practices,
so that all kinds of exclusions and stereotypes are diminished and the school can ensure all children have
the knowledge and the dexterities they need, in order to become complete and active citizens (Bowman,
1993).
Finally, it adopts a multicultural perspective, establishes intercultural behavior in the classroom and
creates a positive psychological climate away from prejudice and xenophobia for all students.
Therefore, аs a priority for educational policies, the need for the principles of intercultural education
to enrich all teacher training programs in universities and institutional training institutions stands out.
Conict of interests
The authors declare no conict of interest.
Author Contributions
Conceptualization, G.D. and S.N.; methodology, S.N.; writing – original draft preparation, G.D. and
S.N.; writing – review and editing, G.D. and S.N.; Analysis, discussion and conclusion, G.D. and S.N.; All
authors have read and agreed to the published version of the manuscript.
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