Since global migrations are on the rise, this social phenomenon requires evidence-based solutions to respond to the changing situation in education and broader society. According to Eurostat (2022), of the 447 million people living in the European Union, 8.4% (37.5 million) people were born in another Member State, and the number of immigrants is continuously increasing. For example, in 2020, despite the decreased number of immigrants due to the global coronavirus pandemic, almost two million immigrants entered the EU from non-EU countries. A recent study by the International Monetary Fund (Engler et al., 2020) found that almost 300 million people worldwide are immigrants and that the number of immigrants has rapidly increased during the past decade. The same study also found that countries with advanced economies receive a disproportionally larger proportion of immigrants than developing countries and that immigrants, regardless of their education and skills, provide valuable contributions to the host countries. Most economically developed countries require immigrants' participation in their labour force for their economies to grow (OECD, 2014; Engler, et al., 2020; Hunt, 2010; Liebig & Mo, 2013). Notwithstanding, research often uncovers regular ethnic and cultural prejudice, intolerance and discrimination towards immigrants. For example, the Eurobarometer surveys consistently find that the most frequent forms of discrimination are based on ethnic origin and cultural and religious beliefs (Eurobarometer, 2015, 2019). A recent study confirmed sustained levels of discrimination overall, and in some work domains, it found even higher levels of discrimination (AGE Platform Europe, 2022). Similarly, a recent large-scale study conducted in Germany found that an overwhelming number of citizens believe that there is widespread individual and institutional discrimination towards members of ethnic minority groups (Center for Integration and Migration Research, 2021).

The large and continuously increasing number of immigrants in the European Union is likely to continue due to the global economic crisis (Pugliese & Ray, 2023). This phenomenon requires host countries to develop different levels of social intervention and adaptation of their educational systems to integrate immigrants into the host society and provide receptive environments in educational institutions and workplaces (Bucher, 2015; Gollnick & Chinn, 2013). There is also evidence of an existing knowledge gap about multicultural attitudes in society and education (Bista, 2022; Molgat & Larose-Hébert, 2010), and one of the objectives of this study is to contribute to this insufficiently explored domain of intergroup relations. Our ongoing study aims to explore university students' attitudes towards life in a multicultural society. The study is expected to provide evidence relevant to educational practice and evidence-based educational and cultural policies and interventions.

The study uses a cross-sectional methodological approach with the application of an online survey - the revised Multicultural Ideology (MCI-r) scale (Lefringhausen et al., 2022; Stogianni et al., 2023) to collect data from university students. The theoretical framework of this survey is based on the conceptualization of multicultural ideology and life in multicultural societies (Berry, 1990, 1997, 2005). The revised MCI-r scale collects data about participants' opinions and attitudes toward cultural maintenance, equity-inclusion, social interaction, and consequences of diversity. The study also collects some basic demographics and individual characteristics of students. Following the data collection, the researchers will apply a comprehensive exploratory and multivariate analysis of the collected data to determine the pattern of students' multicultural ideology and the relationships between student attitudes toward multicultural relations and their demographic and individual characteristics.

The study contributes to the existing empirical and theoretical studies of intergroup social relations and factors that influence students' attitudes towards a multicultural approach to social life in modern society (Miller Dyce & Owusu-Ansah, 2016). The study offers evidence applicable to teaching practice and evidence-based policymaking about the possibilities for influencing students' attitudes and beliefs about life in multicultural societies (Grant & Bolin, 2016; Jokikokko, 2005). In this way, the proposed study contributes to closing the existing knowledge gaps related to the viability and effects of multicultural education.

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