Culturally inclusive teaching in diverse classroom settings in Chinese kindergartens: a qualitative “context–methods–outcomes” model

This study proposes a theory-driven framework of culturally inclusive teaching rooted in the Chinese context, offering actionable practical pathways for teacher professional development, curriculum design, and policy improvement. Meanwhile, analysis based on parent interviews clarifies the critical role of home-school collaboration mechanisms in supporting culturally inclusive practices. Together, the construction of a coordinated home-school educational ecosystem represents an important pathway for achieving the Sustainable Development Goal 4 (SDG 4) in early childhood education.