The development and validation of intercultural understanding (ICU) instruments for teachers and students in primary and secondary schools

Abstract

Intercultural understanding (ICU) is becoming an essential part of living and contributing effectively in our increasingly diverse society. In fact, ICU is a key capability in the Australian schooling curriculum, alongside other general capabilities such as numeracy and literacy. While there are current instruments assessing ICU, there is little evidence-based research surrounding their use in primary and secondary school settings. In the context of a larger project, this study outlines the development and validation of a new ICU instrument specifically for use in primary and secondary schools. Among a sample of teachers and students from 12 Australian primary and secondary schools, the study found a teacher ICU instrument with a four-factor structure and a student ICU instrument with a two-factor structure. Further research and implications are discussed.

Keywords:

• Intercultural understanding
• intercultural competence
• cross-cultural competence
• psychometrics
• validation

Notes

1. The full list of items and constructs can be obtained from the first author upon request. Constructs may be categorised under more than one characteristic.

2. The ‘Asian education’ construct refers to two items on the ICU teacher survey that teaching about Asia and Asian languages is a priority at their school. These two items were included at the request of the project partners as Asia and Australia’s engagement with Asia is one of three cross-curriculum priorities in the Australian curriculum in Victoria (http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities).