Designing a Model of Strategies for Enhancing Intercultural Interaction in Border Schools

Abstract

The present study aims to design a strategic model for enhancing intercultural interaction in border schools in Iran, based on the experiences of teachers, principals, and education experts. This qualitative study employed thematic analysis. Data were collected through semi-structured interviews with 20 teachers, school principals, and educational experts in Tehran. Participants were selected purposefully with maximum variation sampling, and interviews continued until theoretical saturation was reached. The textual data were analyzed using NVivo software through a six-phase thematic analysis process. Three main themes emerged from the data: (1) Cultural empowerment of teachers and students, (2) Supportive intercultural policies and structures, and (3) Promotion of coexistence and intercultural dialogue. These themes included 8 subthemes and over 30 key concepts addressing various dimensions of intercultural interaction in border school settings. Participant quotes emphasized the need for intercultural training, inclusive curriculum content, and culturally responsive learning environments. Findings indicate that fostering intercultural interaction in border schools requires a multi-layered approach, including curriculum planning, teacher capacity-building, learning environment reform, and institutional support. The proposed model can promote educational equity, social cohesion, and multicultural citizenship education in border regions.