Ethnic inequality in higher education remains a major social problem in OECD countries in Europe (OECD, 2016). Ethnic inequality can lead to economic inequalities, affecting economic stability and social cohesion within an area (Davies, 2001; Museus, 2008; OECD, 2016). In addition, an ethnic gap is contrary to the core values of equality and non-discrimination that are central to Europe and is an obstacle to achieving Sustainable Development Goal 4, aimed at inclusive and quality education for all (Museus, 2008).  

The ethnic gap in higher education manifests itself in underrepresentation, lower academic achievement and a reduced sense of belonging among students from ethnic minority groups compared to their majority counterparts. The increasing student diversity in European higher education institutions calls for effective and structural initiatives to reduce the ethnic gap. Many domains of action have been previously identified for higher education institutions to work towards more inclusive learning environments. The FWO-SBO ENGINE project is committed to a deep understanding of ethnic inequalities within Flemish higher education and aims to study the role of 1) diversity, equity and inclusion policies, 2) teacher professional development, 3) ethnic minority student organizations.  

Academic research shows that when teachers adjust their attitudes and teaching methods to respond to diversity, ethnic minority students achieve better academic results and develop higher levels of belonging (Florian, 2015; Wah & Nasri, 2019). This can be described as having cultural competences. There is a broad consensus in literature that cultural competencies consist of three core competencies: cultural awareness, cultural knowledge and cultural skills (Sue, 2001; Alizadeh & Chavan, 2016). Most studies on inclusive teaching practices and teacher professionalization focus on compulsory education and have been conducted in Anglo-Saxon contexts. Little is known about continental Europe and teacher cultural competences in the higher education context.  

In this poster presentation we present the research plans for the PhD research project: focusing on higher education teachers’ cultural competences and the role of professional development initiatives to improve them. 

The first study consists of an umbrella review that focuses on a review and analysis of existing literature reviews and meta-analyses on methods, programs and strategies used to train teachers to deal with cultural diversity in education. The goal is to gain a broad and in-depth understanding of what works and what gaps remain in knowledge on this topic. The following research questions are central: “What interventions are used to professionalize teachers in dealing with cultural diversity?” and “What cultural competencies are most often addressed in those interventions and how are they measured?”

In study 2, a qualitative needs analysis will be conducted among teachers through focus groups to understand what support teachers already receive today and additionally need and consider desirable in relation to the different cultural competences. It seeks to answer the questions, “How do teachers perceive their own identities and positionality?”, “What needs do teachers report in terms of cultural competencies?”, “what form do teachers prefer for professionalization initiatives?”. 

Study 3 consists of a development of a survey to measure cultural competencies among higher education teachers for their multilayered identity. The question posed here is the following: “what contents does an instrument need in order to validly measure the cultural competencies of higher education teachers?” 

Study 4 focuses on evaluating the impact of a teacher professionalization program focused on cultural diversity. It examines whether the intervention influenced teachers' cultural attitudes, knowledge and skills. The focus is on measuring change using a pre-test and post-test design through mixed methods. The following research question is central: what changes in terms of cultural competencies are observed among higher education teachers after participating in a professionalization program?”

This research aims to gain deeper insight into the cultural competencies of higher education teachers and to develop and evaluate a professionalization program that enhances these competencies. To achieve this, an educational design research approach (Reeves et al., 2011) is applied, involving collaboration with various stakeholders to map existing evidence and analyze the local context. A multi-method approach is employed, consisting of four interrelated studies that together provide a comprehensive understanding of how teacher professionalization can contribute to fostering cultural awareness, knowledge, and skills. Study 1: Umbrella review on teacher professionalization for cultural diversity The first study consists of an umbrella review that synthesizes findings from systematic reviews and meta-analyses on teacher professionalization for cultural diversity. A systematic search will be conducted across different educational levels, from early childhood to higher education, and across global contexts. Inclusion criteria require that studies explicitly discuss how teachers are trained for cultural diversity and include professionalization initiatives. Extracted data will undergo thematic analysis to identify key trends, knowledge gaps, and contextual variations, serving as a foundation for future professionalization strategies. Study 2: Qualitative needs analysis on teacher professionalization The second study uses focus groups with higher education teachers in Flanders to gain insights into their existing cultural competencies, challenges, and professionalization needs. These discussions will provide an in-depth understanding of the initial situation regarding cultural diversity in Flemish higher education and inform the design of the professionalization program in Study 4. The focus groups will explore perceived obstacles, necessary support, and preferred training formats. A thematic analysis will be conducted to extract patterns in teachers’ expectations and needs. Study 3: Development of a survey to measure cultural competencies Building on the findings from Study 2, this study develops a survey to measure the cultural competencies of higher education teachers, considering their multilayered identities (e.g., professional and cultural identity). The survey will assess cultural awareness, knowledge, and skills and serve as a diagnostic tool for evaluating professionalization initiatives. A rigorous validation process will ensure reliability and applicability. Study 4: Evaluating the effectiveness of the professionalization program The final study evaluates the impact of the professionalization program developed in this research. A pre- and post-test design will be used to quantitatively measure changes in teachers’ cultural attitudes, knowledge, and skills. Additionally, qualitative data will be collected to explore underlying processes that may explain observed changes, providing a nuanced understanding of program effectiveness.

The expected findings of this study contribute to the growing debate on the effectiveness of higher education teacher professionalization in terms of cultural competencies. We hope to gain insight into the effectiveness of teacher professionalization in enhancing higher education teachers’ cultural competencies. We expect that the professionalization program will include two modules. The core of the program focuses on promoting cultural awareness, cultural knowledge and intercultural skills to better equip teachers for a diverse educational context. in module 1, we expect the focus on strengthening cultural awareness and cultural knowledge so that lecturers can better understand diversity in their classroom practices and their own positionality. In module 2, the focus will be expected on cultural skills and practices, teaching lecturers how to effectively manage diversity in their teaching practices and communication. In addition, we expect to gain clarity about which cultural competencies are more or less highly developed among teachers. This will provide valuable insights to better align future professionalization initiatives with teachers' actual needs. For example, if it turns out that teachers already have a high level of cultural awareness, but experience difficulty with the practical application of cultural skills in their teaching practice, module 2 can be reinforced with additional case-based learning and practical simulations. Furthermore, an important expected outcome is the identification of facilitating and obstructive factors in strengthening teachers' cultural competencies. We hope to identify which institutional and structural preconditions promote or hinder the successful implementation of professionalization programs. Factors such as available time, institutional support and the willingness of teachers to adapt their didactics will play a central role here. Through these insights, the research can contribute to the development of evidence-based professionalization programs that not only improve the educational quality of teachers but also contribute structurally to reducing the ethnic gap in higher education.

Alizadeh, S., & Chavan, M. (2016). Cultural competence dimensions and outcomes: A systematic review of the literature. Health & social care in the community, 24(6), e117-e130. https://doi.org/10.1111/hsc.12293 Davies, G. (2001). Higher Educations Is a Public-Health Issue. The Chronicle of Higher Education. Ernst, C., & Rogers, M. (2009). Development of the Inclusion Attitude Scale for High School Teachers. Journal of Applied School Psychology, 25(3), 305-322. Museus, S. (2008). The Role of Ethnic Student Organizations in Fostering African American and Asian American Students' Cultural Adjustment and Membership at Predominantly White Institutions. Journal of College Student Development, 49(6), 568-586. OECD. (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. OECD Publishing. Reeves, T. C., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1). Sue, D. W. (2001). Multidimensional facets of cultural competence. The counseling psychologist, 29(6), 790-821. https://doi.org/10.1177/0011000001296002