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Exploring Classroom Diversity: Why Is Cultural Competency Important and How Can International Programs Provide Support?
Book chapter

Exploring Classroom Diversity: Why Is Cultural Competency Important and How Can International Programs Provide Support?

Matthew Winslade, Cathy Lembke and Lana McCarthy
Exploring International University Immersion Programs: Researching Impactful Experiences, pp.35-47
Springer Nature Switzerland, 1st
2026
DOI: https://doi.org/10.1007/978-3-032-17359-1_3
Appears in  Recent Faculty of Education Publications

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Abstract

In recent years, linked to increasing global movement patterns, authentic and purposeful international immersion programs have been proffered in teacher education to aid the development of cultural competency required by graduate teachers. The Australian Institute for Teaching and School Leadership (AITSL) Professional Standards clearly articulate the need for university graduates to demonstrate cultural competency in their professional practice; however, the mechanisms available to initial teacher education institutions remain varied, and presently there is not a recognised best practice method for supporting pre-service teachers to work towards this standard. One identified approach that is growing in acceptance is the integration of international immersions and student mobility programs. This chapter explores both scholarly and grey literature to build a picture of the need and place of cultural competence (underpinned by the notion of cultural understanding) in professions such as teacher education, and how international immersions supported through initiatives such as the New Colombo Plan, can help to address that need.

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