Exploring multicultural sensitivity in character education: qualitative study comparing teachers’ views on character education in Taiwan and the UK

Purpose Multicultural sensitivity in character education is a critical but underexplored area. This study investigates teachers’ perspectives in two contrasting cultural contexts: Taiwan (more collectivist) and the UK (more individualist), examining the role of multicultural sensitivity in teaching character education. Design/methodology/approach Through purposive sampling and semi-structured interviews with seven teachers, the study finds that Taiwanese teachers exhibit greater multicultural sensitivity, supported by strong educational policies and a long history of multicultural education in Taiwan. In contrast, the UK teachers emphasize the universality of virtues and address diversity mainly through class discussions. Findings This study encourages examining the dual nature of virtues (both universal and local) and emphasizes the importance of structural supports in incorporating multicultural sensitivity into character education. Originality/value It promotes the idea of character education creating a common culture, being student-centered and also being more attentive to how to incorporate multicultural diversity, in each individual country, to offer a more culturally sensitive character education in the future.