Multicultural Competencies of Teachers in Discipline-Based Art Education (DBAE): Linking Art Creation and Social Participation

Abstract

The study aimed to identify and analyze the multicultural competencies of art teachers with an emphasis on social participation within the framework of Discipline-Based Art Education (DBAE). This applied qualitative research employed qualitative content analysis. The study population included national Iranian educational documents and international multicultural education frameworks. Purposefully selected samples consisted of the Strategic Transformation Document of Education, the National Curriculum Document, the Iranian secondary school art curriculum, UNESCO’s 2013 framework, and the European Commission’s 2017 teacher education framework. Data were coded and integrated into the DBAE structure. The findings indicated that teachers’ multicultural competencies can be classified into two main categories: “social participation and collaboration” and “empowerment and advocacy for participation.” Integrating these competencies into the artistic creation dimension of DBAE enhances creativity, social responsibility, group skills, and intercultural opportunities within educational settings. Furthermore, embedding social participation into the art-making process fosters communication skills, conflict resolution, and collective identity development among students. Integrating multicultural education into the DBAE framework can foster dynamic and equitable learning environments. This combination empowers art teachers as both facilitators of social interaction and active creators, equipping students with the ability to collaborate, respect cultural diversity, and engage constructively in society.