<![CDATA[AbstractAbstract Multicultural education is becoming increasingly important in the context of Indonesia's heterogeneous society, particularly in regions with high cultural diversity such as West Kalimantan. This study analyzes the perceptions and implementation of multicultural education from the teachers' perspective through a survey of 247 respondents across various regencies/cities in West Kalimantan. Descriptive analysis was conducted on 25 statements using a Likert scale covering: (1) the understanding of the concept of multicultural education, (2) integration of local culture in teaching, (3) challenges and obstacles in implementation, (4) support from various parties, and (5) the use of technology in learning. The results show a very high agreement level (above 90%) on the importance of multicultural education and local culture integration. However, real challenges arise in practical aspects: limited availability of local culture-based learning materials (53.01%), restricted learning time (57.20%), and curriculum flexibility (48.80%). Teachers also showed very high interest (93.60%) in using technology, including augmented reality (AR), for cultural learning. The study recommends four strategic steps: (1) developing easily accessible digital learning resources, (2) competency-based teacher training, (3) curriculum advocacy for flexible integration of local content, and (4) enhancing teachers' cultural knowledge through knowledge exchange programs. These findings provide important contributions to improving the effectiveness of multicultural education in Indonesia and can be applied in other regions with similar characteristics.]]>
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