The Level of Intercultural Competence Among Secondary School Teachers in Kuwait from Their Perspective

Document Type : Original Article

Author

Department of Fundamentals of Education Faculty of Education, Kuwait University, Kuwait

Abstract

This study aimed to identify the level of intercultural competence among secondary school teachers in Kuwait from their perspective. To achieve this objective, the researcher employed the descriptive method and distributed a questionnaire to secondary school teachers in Kuwait. A simple random sampling technique was used to select a sample from the study population, which included 881 teachers
The study revealed several findings, including statistically significant differences across all four dimensions (curriculum content, teaching methods and learning activities, assessment techniques, and the cultural richness of the learning environment) in favor of female teachers. Regarding academic qualifications, the results showed statistically significant differences in all four dimensions, favoring teachers with higher academic degrees. Teachers with doctoral degrees achieved the highest averages, followed by those with master’s degrees, and finally, those with bachelor’s degrees.
In terms of years of experience, the results indicated statistically significant differences across all four dimensions, favoring teachers with longer teaching experience.
The study recommended enhancing continuous training for teachers on intercultural competence. It also emphasized the importance of developing curricula to reflect intercultural competence and integrating topics that promote cultural values and tolerance into school curricula.

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References

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