Increasing international immigration across Europe has created new challenges and opportunities for education systems, highlighting the need for teachers to develop intercultural competencies (IC) to work effectively in culturally diverse classrooms. However, research suggests that initial teacher education (ITE) may not always be sufficiently adapting to these changing contexts (e.g., Herzog Punzenberger et al., 2022). Drawing on two closely intertwined doctoral research projects within the EDUCA-Doc pilot programme, this poster presents key findings and implications from six studies on cultural diversity in education from a Finnish context, with a particular focus on relationship building (RB), IC, and cultural beliefs. Although we primarily refer to working with students with migrant backgrounds, we acknowledge that cultural diversity does and should not solely refer to migrants and that migrant students constitute a heterogenous group marked by diverse identities and experiences (Conti, 2025). 

Conceptually, RB is defined as the fostering of positive reciprocated social bonds between two or more individuals or groups, informed by the social capital theory of Bourdieu (1996) and the Teaching Through Interaction framework of Hamre et al. (2013). Cultural beliefs (in Study 5 referred to as lay theories of culture, see Rosenthal & Levy, 2010) refer to an individual’s orientation towards cultural diversity, ranging from multicultural and egalitarian beliefs to assimilationist beliefs (e.g., Hachfeld et al., 2011; 2015). Cultural beliefs affect both how pre-service teachers engage with teaching material aimed at cultural diversity, but also in-service teachers’ self-efficacy and adaptability when working in culturally diverse environments (e.g., Hachfeld et al., 2015; Rissanen et al., 2023). IC has commonly been conceptualised as encompassing the dimensions of attitudes, knowledge, skills and behaviour (Perry & Southwell, 2011). While criticised by some for its inflexibility and underplaying structural power relations (e.g., Dervin et al., 2020), IC offers a theoretical basis for evaluating and strengthening the professionalism teachers require to ensure inclusive and high-quality education for learners from all cultural backgrounds (e.g. Theeuwes et al., 2025). 

The overarching topic of pre-service teachers’ preparation for cultural diversity in the context of RB, cultural beliefs and IC was addressed through a total of six sub-studies. A scoping review on RB in culturally diverse educational contexts across Europe highlighted the need to more actively develop pre-service teachers’ capacity to facilitate meaningful relationships already within ITE (Study 1). This relates to Study 2, which will investigate how newly arrived migrant students portray the ways in which their social networks (e.g. teachers) support their learning and sense of belonging. Supporting students’ RB especially with peers was also found important in a study on Finnish preparatory education teachers’ views on supporting newly arrived migrant students (Study 3). The study also discussed teachers’ understanding of students’ sociopolitical landscape and diversity as an element of their own IC. 

Furthermore, a quantitative study on pre-service teachers’ cultural beliefs in the first and third year of their ITE (Study 4) noted that while many hold positive views towards cultural diversity, those with egalitarian views do not necessarily develop their cultural beliefs throughout their education. This underlines results of Study 5, finding that about a fifth of in-service teachers reports egalitarian (in the study referred to as colourblind) cultural beliefs, with 11% of participants framing cultural diversity as problematic. Together, these two studies highlight the need to address pre-service teachers’ cultural beliefs within ITE, and to prepare them adequately to teach in culturally diverse environments. However, a study on teacher educators’ perceptions and approaches to facilitate this preparation (Study 6) found that not all teacher educators feel prepared themselves, as well as a wide variety in theoretical understanding and a lack of professional development opportunities. 

Study 1 is a scoping review, drawing on peer-reviewed English-language research on RB in culturally diverse classrooms in European contexts. It identified 32 relevant articles, published in 14 different European countries, between 2014 and 2024. Study 1 is contextually informed by Bourdieu's social capital theory (1986) and the Teaching Through Interaction framework of Hamre et al. (2013). Study 2 uses a narrative approach to analyse ecomaps drawn by and interviews with 30 newly arrived migrant students between the ages of 15 and 17. The study investigates how the students narrate the social networks they found meaningful during their transition from preparatory education to basic education. The focus is on how these social networks support their learning and sense of belonging during the transition. Study 3 employed reflexive thematic analysis on interviews with 30 in-service teachers working with newly arrived migrant students in preparatory education classrooms in Finland, focusing on their views on supporting new arrivals and collaborating with mainstream education teachers. The results were viewed through the lens of intercultural professionalism, which was understood as teachers’ ethical and holistic orientation to promote equity among diverse students (Jokikokko 2005; Rissanen 2019). Study 4 employed a quantitative approach, using the Teacher’s Cultural Belief Scale of Hachfeld et al. (2011) to identify latent cultural belief profiles among Finnish student teachers (n = 2404) in their first and third year of studies. The profiles were further analysed employing an R3Step analysis, focusing on the importance of university, ITE programme, and other factors on profile membership. Study 5 examined comprehensive schoolteachers’ (N=273) attitudes and beliefs about cultural diversity as part of their IC. The study used abductive content analysis through the lens of lay theories of culture framework. Study 6 used reflexive thematic analysis to explore how 20 teacher educators working at Finnish universities perceive and approach intercultural education within ITE. It drew contextually on the concepts of intercultural education (e.g., Figueredo-Canosa et al., 2020).

The results of these studies highlight the need to address pre-service teachers’ preparation for cultural diversity in ITE from multiple perspectives: Both within the teaching curricula through teaching material aimed at the development of intercultural competencies and cultural beliefs, but also the teacher educators themselves. Pre-service teachers need to be adequately prepared to foster RB and develop the IC needed to provide adequate and supportive teaching in culturally diverse environments. However, our findings suggest that persistent challenges related to RB and IC remain among in-service teachers, even those working closely with newly arrived migrant students. This underlines the need to address IC more in-depth within ITE, both for pre-service teachers as well as for teacher educators. Systemic professional development opportunities are needed to enable teacher educators to adapt to the evolving needs in a fast-changing educational landscape. While focused on a Finnish context, the findings of the studies are internationally relevant and offer important insights into the importance of RB and cultural beliefs for teachers in culturally diverse classrooms. They further highlight the need to address IC actively and consistently within ITE, and to prepare teacher educators to meet these needs.

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