Culturally Diverse Teaching Competence Of Teachers As Perceived By Students At An International University In Thailand

Abstract

As higher education institutions deal with the increase of international students, teachers are
increasingly concerned with the potential challenges in dealing with teaching and learning in
a culturally diverse classroom. The purpose of this study is to examine the level of culturally
diverse teaching competence of teachers in international higher education institutions. The
cultural diverse teaching competence is measured based on the five dimensions typology of
multicultural education. They are awareness, relationship, instruction, respect, and prejudice.
A cross-sectional survey design was employed with a sample of 241 participants was taken
from a university located in Thailand. The results of the students thought that teachers were
most competent at building respect for diversity and that teachers were least competent at
general cultural awareness and combating prejudice. In addition, the majority of students
come from single cultural and become more multicultural as they progress through school.
Lastly, there were differences in cultural competence when comparisons were made by
faculty.