Fostering Intercultural Maturity in Georgian Higher Educational Institutions: Assessing Factors, Challenges, and Recommendations

Abstract

In Georgia, fostering intercultural maturity among undergraduate students in higher education institutions (HEI) is a critical objective, given the country's rich ethnic, linguistic, and religious diversity. This study investigates the institutional factors, pedagogical approaches, and interventions that contribute to the development of intercultural maturity among students. A quantitative survey was conducted with 386 undergraduate students from leading Georgian universities, utilizing an adapted questionnaire grounded in Bennett’s and King and Baxter Magolda’s frameworks. The findings reveal a significant deficit in curriculum offerings related to diversity education, with limited integration of multicultural perspectives by faculty members. Although students exhibit a basic awareness of intercultural concepts, there is a marked underutilization of educational resources designed to cultivate deeper cultural understanding. The study further identifies that university practices promoting classroom diversity and inclusive teaching methodologies positively influence students' intercultural maturity; however, these practices are inconsistently applied. Additionally, campus activities fostering interactional diversity benefit students' intercultural maturity, though Georgian HEIs inadequately leverage such practices. The study concludes with practical recommendations, including the reform of curricula to mandate diversity courses, the enhancement of professional development for lecturers, and the intensification of cultural events to create a more inclusive educational environment.