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All Journal DINAMIKA ILMU: Jurnal Pendidikan Journal of Research in Education and Pedagogy
Agai, Arita
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Religion Humanities Education Social Sciences

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Intercultural Learning: Teachers' Perspectives on the Influence of Intercultural Education on Students' Competence Adili, Bjar; Ameti, Makfirete; Zenki-Dalipi, Arbresha; Agai, Arita
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.9284

Abstract

Intercultural education is an important dimension for both teachers and students in their personal and professional development. This research explored the primary school teachers’ views on how intercultural education shapes students' intercultural competence. A 12-item scale from Bedeković’s (2011) Survey Questionnaire (SQ) was administered to 217 primary school teachers in the Republic of North Macedonia. Statistical analyses using T-tests and ANOVA revealed significant differences in teachers' perceptions based on school structure, gender, teaching experience, prior intercultural education and education level. Based on these findings, intercultural education should be further integrated into curricula to enhance students' intercultural competence and better equip teachers for diverse classrooms.
Intercultural Education Values: Insights from Primary School Teachers’ Views in North Macedonia Adili, Bujar; Ameti, Makfirete; Rushidi-Rexhepi, Jehona; Zenki-Dalipi, Arbresha; Agai, Arita
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.124

Abstract

In an increasingly diverse educational landscape, understanding how teachers perceive the foundational values of intercultural education is critical for fostering inclusive classrooms and promoting social cohesion. This research investigated whether variables such as gender, level of education, prior intercultural education, teaching experience, and the school cultural structure affect teachers’ views on the values promoted by intercultural education. To explore these relationships, a structured questionnaire was designed and pilot‑tested before full deployment, ensuring clarity and relevance of all items. A 5-point Likert Scale consisting of 8 items was applied to 217 primary school teachers in the Republic of North Macedonia. The Scale’s reliability (Cronbach’s Alpha) coefficient was found to be 0.91. Data collection achieved a 72% response rate, allowing for robust subgroup comparisons across gender, educational attainment, and other factors. T-tests and Scheffé tests were performed to determine whether there are statistically significant differences in teachers’ perceptions based on the investigated variables. Significant differences were observed based on gender, teaching experience, the cultural structure of the school, and prior intercultural education. Detailed post‑hoc analyses clarified which groups differed most markedly, highlighting the impact of targeted training. Teachers believe that intercultural education, above all, promotes “tolerance towards the culturally different”, “reduction of stereotypes and prejudices”, and “coexistence of different cultures”. Drawing on these findings, practical recommendations are offered for policymakers and school leaders. Teachers need permanent training on cultural diversity to sustain and deepen their intercultural competence and to translate these values into everyday classroom practice.
Co-Authors Adili, Bjar Adili, Bujar Ameti, Makfirete Rushidi-Rexhepi, Jehona Zenki-Dalipi, Arbresha