Intercultural Competence in Early Childhood Education: Investigating the Self-Perceptions of Greek Preservice Kindergarten Teachers

Abstract

This study investigates the intercultural competence of prospective kindergarten teachers in Greece, who are expected to teach in increasingly diverse classrooms. The research involved final-year students from the School of Early Childhood Education at Aristotle University of Thessaloniki (AUTH), a context shaped by linguistic and cultural diversity. In line with national education policy prioritizing inclusion, this study examines how well future educators are prepared for intercultural teaching. Greece offers a particularly relevant case due to rising migratory and refugee flows, and the increasing presence of students from vulnerable groups, such as the Roma. These trends highlight the need for systematic and critically informed teacher preparation in intercultural education. Quantitative data were collected from 165 students through a self-report questionnaire measuring three key dimensions of intercultural competence: knowledge, attitudes, and skills. All participants had completed the practicum component of their program. Data analysis revealed high levels of self-assessed competence across all dimensions. The findings are discussed in relation to previous literature, with attention to the curriculum’s role in fostering professional development. Limitations include the use of self-assessment and the possibility of social desirability bias. The study contributes to international discourse on teacher education for culturally responsive and inclusive early childhood pedagogy.