Unlocking Teachers’ Intercultural Mindset: The Case of Master’s Students in Greece

This study examines the intercultural competence of Greek primary school teachers and early childhood educators enrolled in the Joint Master’s Program Intercultural Education & Mediation at the University of Patras. Using the Intercultural Development Inventory (IDI), the study assessed both perceived and developmental orientations of intercultural competence. The results reveal a significant gap between teachers’ self-assessed and actual competence, with most participants positioned in a minimization orientation—emphasizing commonalities while overlooking the educational value of cultural differences. Such an orientation limits teachers’ ability to fully engage with diversity, often resulting in superficial approaches to multicultural classrooms. The findings underscore the urgent need for systematic professional development in intercultural competence, diversity education, and critical self-reflection. Within this framework, the practicum of the Master’s program emerges as a key mechanism for transformation: through immersive experiences in schools, NGOs, and community organizations, coupled with structured reflective practices, teachers confront real intercultural challenges and develop adaptability, empathy, and resilience. By bridging theory with practice, the practicum fosters meaningful growth in intercultural mindset, enabling educators to acknowledge their biases, embrace cultural diversity as an asset, and design inclusive learning environments. Overall, the study contributes to the literature on intercultural competence and teacher education, offering insights into the challenges Greek educators face and the role of practicum-based learning in fostering culturally responsive teaching.