Where is research on multicultural educator competence heading? A bibliometric analysis
DOI:
https://doi.org/10.12928/jprotect.v2i2.1325Keywords:
Teachers' multicultural competence, Bibliometrics, Inclusive education, Research trendsAbstract
In the era of globalization, teachers' multicultural competence is a key factor in creating a learning environment that is inclusive and responsive to cultural diversity. Although research on teachers' multicultural competence has grown rapidly, studies that comprehensively analyze global publication trends in this field are limited. This study aims to identify research trends on teachers' multicultural competence through a bibliometric approach. This study used data from reputable academic databases and analyzed with VOSviewer software to map publication trends, academic collaboration networks, and key emerging themes. The analysis was conducted on 288 articles that met the inclusion criteria, which were selected based on the PRISMA method. The results showed a significant increase in publications related to teachers' multicultural competence since 2020. The United States is the country with the highest contribution of publications, followed by Turkey, China and Canada. Other findings indicate that recent research has focused more on multicultural education implementation strategies, the effectiveness of teacher training, and the relationship between multicultural competence and teaching effectiveness. This research will provide insights for academics, policymakers and education practitioners in designing evidence-based teacher training strategies to improve multicultural competence in educational settings.
References
Amri, M., Tahir, S., & Ahmad, S. (2017). The implementation of Islamic teaching in multiculturalism society: A case study at pesantren schools in Indonesia. Asian Social Science, 13(6), 125–125. https://doi.org/10.5539/ass.v13n6p
Anthony-Stevens, V., & Langford, S. (2020). “What do you need a course like that for?” Conceptualizing diverse ruralities in rural teacher education. Journal of Teacher Education, 71(3), 332–344. https://doi.org/10.1177/0022487119861582
Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., & Dehaes, S. (2020). The teaching and learning cultural competence in a multicultural environment (ccmen) model. Nursing Reports, 10(2), 154–163. https://doi.org/10.3390/nursrep10020019
Anugrah, D. S., Supriadi, U., & Anwar, S. (2024). Multicultural Education: Literature review of multicultural-based teacher education curriculum reform. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 39, 93–101.
Banks, J. A. (2019). An introduction to multicultural education (6th ed.). Pearson.
Basnet, M. (2024). Cultural diversity and curriculum. Panauti Journal, 2, 1–9. https://doi.org/10.3126/panauti.v2i1.66500
Borge, M., Soto, J. A., Aldemir, T., & Mena, J. A. (2022). Building multicultural competence by fostering collaborative skills. Teaching of Psychology, 49(1), 85–92. https://doi.org/10.1177/0098628320977421
Buchs, C., & Maradan, M. (2021). Fostering equity in a multicultural and multilingual classroom through cooperative learning. Intercultural Education, 32(4), 401–416. https://doi.org/10.1080/14675986.2021.1889985
Budirahayu, T., & Saud, M. (2021). Proposing an integrated multiculturalism learning system: A study from Indonesian schools. The Asia-Pacific Education Researcher, 30(2), 141–152. https://doi.org/10.1007/s40299-020-00521-1
Chima Abimbola Eden, Onyebuchi Nneamaka Chisom, & Idowu Sulaimon Adeniyi. (2024). Cultural competence in education: strategies for fostering inclusivity and diversity awareness. International Journal of Applied Research in Social Sciences, 6(3), 383–392. https://doi.org/10.51594/ijarss.v6i3.895
Dyankova, G., & Nikolova, S. (2023). Multicultural competence as a teacher’s metacognition to achieve a positive school climate. International Journal of Cognitive Research in Science, Engineering and Education, 11(2), 257–265. https://doi.org/10.23947/2334-8496-2023-11-2-257-265
Freire, J. A. (2020). Promoting sociopolitical consciousness and bicultural goals of dual language education: The transformational dual language educational framework. Journal of Language, Identity & Education, 19(1), 56–71. https://doi.org/10.1080/15348458.2019.1672174
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. teachers college press.
Golubovschi, O. (2024). Interactive teaching and learning techniques in the context of multicultural education. Educaţia Multiculturală, Spaţiu Formativ Pentru Educaţia Valorilor, 2, 227–233.
Hariyadi, B., & Rodiyah, S. K. (2023). Teacher perceptions of multicultural education and diversity values in the school environment. Syaikhuna: Jurnal Pendidikan Dan Pranata Islam, 14(01), 119–138. https://doi.org/10.58223/syaikhuna.v14i01.6608
Hendriksen, N., Logtenberg, A., Westbroek, H., & Janssen, F. (2024). Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds. Teaching and Teacher Education, 149, 104731. https://doi.org/10.1016/j.tate.2024.104731
Karacsony, P., Pásztóová, V., Vinichenko, M., & Huszka, P. (2022). The impact of the multicultural education on students’ attitudes in business higher education institutions. Education Sciences, 12(3), 173. https://doi.org/10.3390/educsci12030173
Karatas, K. (2020). Why and how? Why and how? The competencies of the culturally responsive teacher: What, why, and how? Inquiry in Education, 12(2), 1–23.
Kilavuz, F. (2023). A bibliometric analysis of multicultural education research. Sosyal Bilimler ve Eğitim Dergisi, 6(Education Special Issue), 216–238. https://doi.org/10.53047/josse.1359321
Mahendra, H. H., & Maftuh, B. (2023). Bibliometric analysis of research on multicultural education in google scholar database (2018-2022). Dinamika Ilmu, 23(1), 75–90. https://doi.org/10.21093/di.v23i1.6170
Mohammad, F., Andi, S. M., & Karyanti, K. (2021). The development of group healing storytelling model in multicultural counselling services in Indonesian schools: Examination of disciplinary cases. Образование и Наука, 23(4), 157–180. https://doi.org/10.17853/1994-5639-2021-4-157-180
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group*, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Muhamad Pilus, S., & Nguyen, N. M. (2023). Influence of knowledge aspects of the multicultural on the implementation of multicultural education in elementary schools. International Journal of Asian Education, 4(3), 190–201. https://doi.org/10.46966/ijae.v4i3.352
Naz, F. L., Afzal, A., & Khan, M. H. N. (2023). Challenges and Benefits of Multicultural Education for Promoting Equality in Diverse Classrooms. Journal of Social Sciences Review, 3(2), 511–522. https://doi.org/10.54183/jssr.v3i2.291
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., & Brennan, S. E. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Raihani, D. G., & Drysdale, L. (2013). Indonesia: Leading an Islamic school in a multicultural setting in Indonesia. In C. Day & D. Gurr (Eds.), Leading Schools Successfully (pp. 184–193). Routledge. https://doi.org/10.4324/9780203740309
Rodiyana, R., Maftuh, B., Sapriya, S., Syaodih, E., & Sofyan, D. (2022). Trends in multicultural education publication over a four-decade period: A bibliometric review. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 335. https://doi.org/10.24235/al.ibtida.snj.v9i2.10254
Setianingrum, I., & Da Costa, A. (2023). Mapping research on Indonesian professional teacher: The bibliometric analysis. Journal of Professional Teacher Education, 1(2), 60–71. https://doi.org/10.12928/jprotect.v1i2.638
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2022). Counseling the culturally diverse: Theory and practice. John Wiley & Sons.
Syamsuardi, E. M., Ridha, A., Yolanda, D., & Hudia, T. (2024). Peran guru dalam membentuk lingkungan belajar multikultural yang inklusif. Paramurobi: Jurnal Pendidikan Agama Islam, 7(1), 63–77. https://doi.org/10.32699/paramurobi.v7i1.6357
Thresia, F., Hariri, H., & Author, C. (2024). Bibliometric study concerning multicultural competence and intercultural competence of preservice teacher at reputable international journals. Theory And Practice, 2024(4), 2023–2035. https://doi.org/10.53555/kuey.v30i4.1800
Torres, C. A., & Tarozzi, M. (2020). Multiculturalism in the world system: Towards a social justice model of inter/multicultural education. Globalisation, Societies and Education, 18(1), 7–18. https://doi.org/10.1080/14767724.2019.1690729
Uzunboylu, H., & Altay, O. (2021). State of affairs in multicultural education research: A content analysis. Compare: A Journal of Comparative and International Education, 51(2), 278–297. https://doi.org/10.1080/03057925.2019.1622408
Vallone, F., Dell’Aquila, E., Dolce, P., Marocco, D., & Zurlo, M. C. (2022). Teachers’ multicultural personality traits as predictors of intercultural conflict management styles: Evidence from five European countries. International Journal of Intercultural Relations, 87, 51–64. https://doi.org/10.1016/j.ijintrel.2022.01.006
Young, J. L., James, M., Williams, J., Díaz Beltrán, A. C., & Neshyba, M. V. (2024). (Re)Imagining the future of multicultural education: Reinvesting, reorienting, and reshaping multicultural education . Multicultural Learning and Teaching, 1–19. https://doi.org/10.1515/mlt-2023-0042
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Professional Teacher Education

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in journal of Professional Teacher Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.