Predictors of Intercultural Competence in a Culturally Divided Society: The Mediating Role of Social Proximity Among Israeli Student Teachers

Intercultural competence (IC) is essential for educators in diverse societies, yet the mechanisms through which it develops remain insufficiently understood. This study proposes and empirically tests a mediation model in which social proximity serves as a mediator linking openness to experience, intergroup contact, and social media use to IC among student teachers. The model was tested among 242 student teachers in the deeply divided context of Israel, that participated in the TEC (Technology, Education, and Cultural Diversity) program. Participants completed validated questionnaires measuring openness, intergroup contact, social media use, social proximity, and IC. Data were analyzed using correlations, multiple regression, and structural equation modelling. Findings showed that openness to experience and social proximity were the strongest positive predictors of IC. Intergroup contact predicted IC only indirectly through social proximity. Social media use showed a dual pattern, negatively predicting IC directly while exerting a positive indirect effect through social proximity. No significant differences in IC emerged between Jewish majority and Arab minority participants within this TEC-based sample; whether structured intercultural programs effectively help reduce such group disparities remains a question for longitudinal and comparative research The findings highlight the importance of fostering social proximity and meaningful intercultural engagement in teacher education and advance theoretical understanding of IC development.