14 Suggestions for Further Research

To begin with, data sources 1 and 2 examined teachers’ perceived attitudes and classroom practices in relation to fostering CDA and ICC. While the findings revealed generally positive dispositions towards cultural diversity, some teachers struggled with entrenched stereotypes and implicit biases, despite expectations of professional neutrality. Future studies could delve deeper into the nature of such stereotypes, how teachers become aware of and attempt to overcome them, and the potential impact these biases have on pedagogy and teacher–student relationships. Moreover, further research could explore the role of critical incidents encountered in the classroom, examining how these are managed and how they might be used as reflective tools to develop teachers’ openness and critical engagement. It would also be valuable to examine the cultural or religious constraints that limit the teaching of controversial or deep culture topics in certain regions. Investigating the structural and sociocultural reasons behind the absence or marginalisation of culture teaching through a variety of research designs could enhance understanding and inform practical interventions.

In addition, how international schools conceptualise and implement intercultural education warrants more systematic examination. This includes how such schools define ‘international education’, how students and parents interpret it, and how these interpretations align with the development of intercultural skills. Large-scale comparative studies could be conducted across different international schools to evaluate the consistency and effectiveness of their promises regarding both academic and intercultural outcomes. It would also be beneficial to compare international and local schools offering similar diploma programmes to determine how each addresses language education and interculturality. Such comparisons could highlight both convergences and divergences, especially in light of the varying demographic, linguistic, and cultural profiles of the teaching and student bodies. Lastly, future research might investigate whether there are meaningful differences in attitudes and practices between teachers who are native speakers of English and those who are non-native speakers, particularly in relation to CDA and ICC development. Understanding such distinctions may offer insights into the influence of linguistic identity on intercultural pedagogy.