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Open research questions in Multicultural Education and Local Wisdom

35 unresolved questions extracted from the limitations and future-work sections of 1,162 Multicultural Education and Local Wisdom papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Finally, for, this study underscores the need for further empirical investigations that examine multicultural education and bullying prevention across different school contexts and regions in Indonesia.

    Multicultural Education Practices in Elementary Education Curriculum to Overcome Bullying · 2026 · DOI

  • 9 (2024). ” ISEAS Aun, Lye Hock. The Practice of Social Research. Mapping Errors and Missed Opportunities in the Twelfth Malaysia Plan 152 (2021), 1–12. . Buku Panduan Pelaksanaan Dasar Satu Murid Satu USA: Wadsworth Cengage Learning, 2020. Babbie, Earl R.

    The Strength of Unity Education Programs: Evaluating the Implementation of Tasamuh in Malaysian Secondary Schools and Its Challenges · 2026 · DOI

  • Time spent in the community was limited to one church service, which affects the interpretation of the findings. The generally positive impressions can be attributed in part to a honeymoon effect, where everything seemed new and exciting. No doubt, if students had embedded themselves for longer in the community, they would have observed some unhealthy community dynamics, which are present in every cultural group. Likewise, the interactional patterns that were recorded mainly focused on the formalities of the worship service, rather than the much more subtle personal interactions between individual members. Another limitation is that this study focused on how students learned culture, and so language learning was not directly addressed. The Christianity and Culture course was a hard CLIL course in which content learning (Christian culture) was emphasized above language learning. Future pedagogical research into student-conducted ethnography would do well by focusing more on the dynamic integration of content and language, which is a pressing concern for the field of CLIL (Nikula et al., 2016). Such a pedagogy would entail providing explicit classroom instruction in particular aspects of language that are necessary for socialization into the minority culture. In this regard, one promising avenue of enquiry is cognitive discourse functions (Dalton-Puffer, 2013), or CDFs. Students could receive explicit classroom support in the form of training in CDFs in the field of religion. The relationship between students’ development of ICC and language could then be tracked longitudinally as they engage with a minority group over multiple visits. Such groups could include communities of different religious faiths, and even subcultures not united by religious belief but by a common interest, such as music, anime, sport, fashion, or political affiliation, to name a few.

    Facilitating intercultural communicative competence through student-conducted ethnographic research in a minority religious community in Japan · 2026 · DOI

  • Therefore, future research is recommended to involve a wider range of participants, employ a mixed methods approach, and examine the influence of digital media and the social environment on students' multicultural awareness in greater depth. Future research is recommended to involve a wider range of participants from various study programs and universities to obtain a more comprehensive picture of multicultural awareness among students in Indonesia.

    Exploration of Sociology Education Students' Multicultural Awareness of Social and Cultural Diversity · 2026 · DOI

  • As most studies focus on the outcomes of multiculturalism, assimilation and colourblindness (MAC) for students, little is known about why schools vary in the diversity approaches that they adopt and the role of the teacher in this process.

    Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness · 2023 · DOI

  • It is concluded that the curriculum guide and extent of implementation as required by the Department of Education were highly implemented by the school heads and teachers; what was lacking was the explicit mandate of the Department of Education to teach the concepts, theories, and processes in the teaching of multiculturalism.

    The Implementation of Kindergarten Program in Multicultural Schools in Agusan Provinces, Philippines · 2020 · DOI

  • As a result, it was found that the students perceived the course as functional since they mostly learned basic democratic values, they also perceived it as the Turkish course because an instructional model based on stories was mostly adopted, and traditional assessment techniques were insufficient in measuring students' gains regarding democratic values.

    İnsan Hakları, Yurttaşlık ve Demokrasi Dersini Öğretmenler ve Öğrenciler Nasıl Algılıyor? · 2017 · DOI

  • I argue that any contributions psychological perspectives might offer to the development of pedagogies that can reduce intergroup hostilities are insufficient and suggest the need to critically approach the concepts of self and identity, culture, multiculturalism, and the political organization of the nation-state if we aim at enhancing the outcomes of intergroup education, the strategies that may improve it, and its research.

    Educational, Epistemological and Methodological Considerations on Multicultural and Peace Education · 2016 · DOI

  • Findings obtained from 377 adults born in Israel were analyzed after they had described the preferred characteristics of the good teacher in reply to open questions in a telephone survey which was conducted among a representative sample of the Israeli population.

    A multicultural view of the good teacher in Israel · 2009 · DOI

  • The findings of this study have several important recommendations for educational practice, curriculum development, and future research.

    Multicultural Education Practices in Elementary Education Curriculum to Overcome Bullying · 2026 · DOI

  • However, experienced and creative teachers value the freedom and flexibil- ity in teaching that they feel is lacking in the program (according to teachers Lucy and Gina).

    The role of the integrated program for lithuanian heritage language education in developing children’s multicultural identity and learning lithuanian while living in Norway: Advantages and limitations of the program · 2026 · DOI

  • Therefore, future studies are recommended to involve broader educational settings, comparative approaches, and quantitative measurement of students’ tolerance attitudes to enrich the understanding of multicultural Islamic education in Indonesia.

    Internalization of Religious Tolerance Values through Islamic Religious Education in Multicultural Schools · 2026 · DOI

  • However, some of the participants express highly intolerant attitude that set the foundation for the further research of tolerance issue among students in Kazakhstan.

    The tolerance issue among kazakhstani students · 2021 · DOI

  • It is concluded that, in total, the number of objectives related to social adaptation, social norms and individual responsibility is qualitatively sufficient; however, the number of objectives related to democratic values and multiculturalism is insufficient in the primary education curricula.

    İlköğretim Programlarının Toplumsallaştırma, Çokkültürlülük ve Demokratik Değerler Kazandırma Bağlamında İncelenmesi · 2020 · DOI

  • While some of these dimensions can be found in the participants' understandings in a straightforward manner and can be explained via useful practical examples, it is evident that some dimensions are lacking with regard to practical applications.

    Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey · 2019 · DOI

  • Even though, in Turkey the concept of multiculturalism or cultural pluralism which has been discussed and researched in various fields based on academic level, has no consensus.

    TÜRKİYE'DE VE DÜNYA'DA ÇOKKÜLTÜRLÜLÜK VE EĞİTİM · 2018 · DOI

  • The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand.

    Multicultural education in Thailand · 2018 · DOI

  • Furthermore, analysis of the yearly plans revealed that the number of attainment goals and activities as well as types of assessment and evaluation tools included that emphasized multiculturalism and diversification were insufficient.

    Teachers’ Awareness of Multicultural Education and Diversity in School Settings · 2016 · DOI

  • The aim of the research was to determine the barriers which impede achieving a communal goal – the increase of educational competence among Roma pupils, as well as demonstrating how the communal goals may be attained in within the boundaries of community delimited by the convention and curriculum.

    Intercultural communications. Roma-Polish relationships in school environment - early education stage. · 2013 · DOI

  • These preservice teachers also revealed that they had encountered prejudices toward racial minority groups, had limited interactions with them, and possessed limited knowledge of their historical contributions.

    Investigating White Preservice Teachers' Beliefs about Teaching in Culturally Diverse Classrooms. · 2006

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35 open questions have been extracted from the limitations and future-work passages of 1,162 Multicultural Education and Local Wisdom papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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