Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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5 Teachers’ Perceived Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in an International School in Budapest – Data Source 1: Interviews with the Schoolteachers
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5.4 Discussion

5.4 Discussion

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The findings from Data Source 1 provide a nuanced understanding of how teachers at the international school conceptualise and implement culture teaching, and how they perceive their role in fostering CDA and ICC. While most participating teachers demonstrated a genuine interest in promoting cultural understanding and inclusivity, many reported navigating this task with caution—particularly when dealing with culturally sensitive or controversial topics. This caution was often attributed to institutional constraints, concerns about parental or managerial reactions, and personal uncertainties about handling such discussions in diverse classrooms.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Although the school presents itself as a multicultural and inclusive learning environment, the study reveals that the degree to which intercultural goals are integrated into classroom practice varies significantly between teachers. This variance appears to hinge more on individual educators’ intercultural experiences, confidence, and autonomy than on formalised institutional policies or pedagogical frameworks. Teachers with prior exposure to international contexts or training in intercultural education appeared more comfortable incorporating complex cultural topics and critical perspectives into their lessons. However, even these teachers voiced concerns about the lack of curricular support and clear institutional guidance for addressing deeper aspects of culture.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The analysis also highlighted that many teachers relied on their own initiative and resourcefulness to adapt the curriculum and materials in ways that would promote CDA and ICC. In this regard, the role of teacher agency emerged as central to shaping intercultural learning opportunities in the school. At the same time, this reliance on personal motivation and improvisation underscores the absence of a coherent, school-wide strategy for integrating intercultural objectives into the formal curriculum.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As a key strand within the broader case study, this interview-based investigation complements findings from classroom observations and document analysis by illuminating the lived experiences and perspectives of teachers. Their insights offer valuable context for understanding the institutional and pedagogical dynamics that influence culture teaching and the development of CDA and ICC.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Overall, the findings point to a clear need for sustained and systematic support for teachers—including professional development in critical intercultural education, curriculum reform that embraces multiple cultural perspectives, and the fostering of a school culture that encourages critical engagement with difference. Only then can the school fully realise its intercultural mission and empower teachers to facilitate transformative cultural learning in meaningful and contextually sensitive ways.
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