The development and validation of intercultural understanding (ICU) instruments for teachers and students in primary and secondary schools

Abstract

Intercultural understanding (ICU) is becoming an essential part of living and contributing effectively in our increasingly diverse society. In fact, ICU is a key capability in the Australian schooling curriculum, alongside other general capabilities such as numeracy and literacy. While there are current instruments assessing ICU, there is little evidence-based research surrounding their use in primary and secondary school settings. In the context of a larger project, this study outlines the development and validation of a new ICU instrument specifically for use in primary and secondary schools. Among a sample of teachers and students from 12 Australian primary and secondary schools, the study found a teacher ICU instrument with a four-factor structure and a student ICU instrument with a two-factor structure. Further research and implications are discussed