Developing Intercultural Competence in Future Early Childhood Educators: The Case of Mediterranean College

Abstract

This study investigates the extent to which prospective early childhood educators are prepared during their undergraduate education to address the demands of contemporary multicultural classrooms. Focusing on graduates of the School of Education, Mediterranean College Thessaloniki, the research examines the development of intercultural competence as an essential component of professional readiness. Employing a quantitative research design, data were collected through a structured questionnaire administered to thirty-five graduates of the three-year degree programme. The analysis explored four key dimensions: (a) curriculum and academic content, (b) cognitive knowledge of intercultural theory, (c) pedagogical and communicative skills, and (d) emotional and attitudinal awareness regarding cultural diversity. Findings reveal that participants exhibit a satisfactory level of intercultural competence, expressing confidence in their theoretical understanding and pedagogical approaches. Nonetheless, several gaps persist in the curriculum — particularly in the provision of mandatory modules explicitly addressing intercultural education, opportunities for practical engagement in diverse educational contexts, and participation in seminars or workshops on inclusion and diversity. The results underscore the need for a more systematic and experiential integration of intercultural learning within early childhood teacher education to strengthen graduates’ readiness for pluralistic educational environments.