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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Ofer Gat
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DOI:10.17265/2161-623X/2025.08.004
Kaye Academic College for Education, Be'er Sheva, Israel； Beit Berl Academic College, Sharon, Israel
In the context of global multicultural education challenges, this study examines intercultural sensitivity development among Arab-Bedouin education students in Israel’s ethnically diverse academic environment. This qualitative case study analyzed reflections from 16 second-year Bedouin education students participating in mixed Arab-Jewish collaborative learning experiences. The research addresses critical questions relevant to international multicultural education: How do minority students navigate cross-cultural academic interactions? What pedagogical approaches effectively foster intercultural competence among future educators? Findings revealed two primary phenomena: “intercultural personal struggle” and “intercultural distress”, characterized by dynamic tension between protective cultural distance and desires for meaningful cross-cultural dialogue. Student attitudes toward intercultural pedagogy ranged from passive institutional reliance to active investigative engagement with culturally responsive teaching practices. Key barriers included linguistic challenges, demographic segregation effects, and insufficient preparation for cross-cultural encounters. The study proposes a six-step educational model for developing sustainable intercultural competence among diverse student populations. This framework emphasizes: (1) systematic cultural learning, (2) addressing historical educational inequities, (3) developing critical consciousness about manufactured cultural divisions, (4) implementing culturally relevant curricula, (5) engaging in practical cross-cultural projects, and (6) training future educators in both intercultural connection and appropriate professional boundaries. This model offers implications for international contexts where minority student teachers must navigate between cultural preservation and professional integration in majority-culture educational systems. The findings contribute to global discussions on preparing culturally responsive educators in divided societies.
multiculturalism, interculturalism, intercultural caring, intercultural distress, personal intercultural struggle, calculated intercultural distance, intercultural differentiation, complex and dynamic identity, a dynamic educational model for intercultural competence
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