Intercultural competence in early childhood education: Insights from Greek educators working in culturally diverse kindergartens

In Greece, the growing diversity of society has increased the importance of intercultural education and developing educators’ intercultural competencies to ensure inclusive, culturally responsive teaching. This study focused on exploring the reflections of Greek early childhood educators regarding the intercultural skills and competencies they apply in their daily practice in kindergartens. Intercultural competencies are defined as a set of knowledge, skills, and attitudes that enable teachers to teach effectively and interact meaningfully with students from different cultural backgrounds. The research sample consisted of twenty educators who worked in classrooms with children from diverse cultural and social backgrounds. A qualitative methodological approach was adopted, and data was collected through open-ended interviews. The thematic analysis of the interviews revealed three distinct levels of approach to intercultural practice: organizational arrangements, the pedagogical dimension, and intercultural understanding and awareness. The findings showed that educators developed a significant degree of cultural sensitivity, empathy, and a reflective attitude toward diversity, treating each child as a unique individual rather than as a representative of a specific cultural category. At the same time, the importance of creating an inclusive and sustainable learning environment was highlighted, one that promotes respect, equality, cooperation, and intercultural communication.