Identifying the Influential Components in Institutionalizing Multicultural Education in Schools

Abstract

The aim of this study was to identify the key components influencing the institutionalization of multicultural education in Iranian schools based on the experiences and perspectives of educators, experts, and school administrators. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 18 teachers, school principals, and educational experts in Tehran. Participants were selected through purposive sampling until theoretical saturation was achieved. Data were analyzed using NVivo 12 software. Analysis revealed three main themes: "institutional and structural requirements," "human and cultural capacities," and "educational and pedagogical strategies." These were further broken down into 16 subthemes including educational policymaking, teachers’ cultural competence, attitudes toward diversity, curriculum integration, and inclusive learning environments. The findings indicate that institutionalizing multicultural education requires cross-sectoral coordination, structural support, enhancement of teachers' cultural competencies, and the design of inclusive pedagogical strategies. These components offer valuable insights for policymakers, school leaders, and curriculum designers to develop equitable and culturally responsive educational practices.