The intercultural competence of preschool teachers in inclusive education

Abstract

Children coming from different cultural backgrounds constitute a vulnerable social group, which the Greek educational system is called upon to integrate. This inclusion process requires the development of specialized educational interventions and supportive actions aimed at fostering an inclusive environment. Responsible for the implementation of these actions are the educators themselves, who, in order to build such an environment, must feel both cognitively competent and prepared to manage the new inclusive classroom that offers equal opportunities to all students. The purpose of the present study was to investigate kindergarten teachers' attitudes towards the development of an inclusive culture, as well as their intercultural competence in creating a climate of harmonious coexistence. The study employed a quantitative research approach, with data collected through questionnaires administered to 201 kindergarten teachers working in public schools in the prefecture of Dodecanese. The findings reveal that the majority of educators report being familiar with the concept of “inclusion”; however, they express concerns regarding its practical implementation in the classroom. They acknowledge that they lack the necessary intercultural training and the appropriate scientific competence—factors that hinder the effective and efficient application of inclusive teaching practices.