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<p>Early childhood and elementary education scholars have argued that multicultural education is vital to fostering diversity, equity, and inclusion. However, its consistent and coherent implementation across different educational stages remains relatively understudied. This research examines the levels of multicultural awareness among educators in childcare centers, kindergartens, and elementary schools in South Korea, focusing on the continuity of multicultural education between these stages. Based on responses from 176 educators, the study found that childcare center teachers had lower levels of multicultural awareness compared to kindergarten and elementary teachers, suggesting gaps in early childhood training. Although educators across all levels recognized the importance of continuity in multicultural education, it hindered its effective implementation. Awareness of sociocultural factors influencing teaching also varied, with kindergarten teachers showing the highest awareness and childcare center teachers the lowest. Analysis using one-way ANOVA and a nonparametric Kruskal–Wallis Test underscores the need for targeted professional development that addresses both multicultural competence and institutional collaboration. These interventions are essential for ensuring more cohesive and inclusive educational experiences in an increasingly globalized educational landscape.</p>

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Multicultural Awareness and Educational Continuity Among Early Childhood and Elementary School Teachers in South Korea

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月7日

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  • Seongryeong Yu,
  • Minyoung Gil,
  • Sung-Ryung Lyu,
  • Kyunghoon Son

摘要

Early childhood and elementary education scholars have argued that multicultural education is vital to fostering diversity, equity, and inclusion. However, its consistent and coherent implementation across different educational stages remains relatively understudied. This research examines the levels of multicultural awareness among educators in childcare centers, kindergartens, and elementary schools in South Korea, focusing on the continuity of multicultural education between these stages. Based on responses from 176 educators, the study found that childcare center teachers had lower levels of multicultural awareness compared to kindergarten and elementary teachers, suggesting gaps in early childhood training. Although educators across all levels recognized the importance of continuity in multicultural education, it hindered its effective implementation. Awareness of sociocultural factors influencing teaching also varied, with kindergarten teachers showing the highest awareness and childcare center teachers the lowest. Analysis using one-way ANOVA and a nonparametric Kruskal–Wallis Test underscores the need for targeted professional development that addresses both multicultural competence and institutional collaboration. These interventions are essential for ensuring more cohesive and inclusive educational experiences in an increasingly globalized educational landscape.