Document Type : Research Paper
Authors
1
Assistant Professor, Department of Educational Sciences. Farhangian University, Tehran, Iran.
2
, Sabzevar Branch, Islamic Azad University
10.22099/jsli.2026.8548
Abstract
This study examined the challenges faced by elementary school teachers in implementing multicultural curricula in multi-ethnic schools of Khorasan Razavi, Iran. Adopting an interpretive paradigm and an inductive qualitative approach, eight teachers (four female, four male) were purposefully selected. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using a two-stage coding process: open coding to extract initial concepts and axial coding to organize them into broader categories. Thematic analysis identified ten key challenges: linguistic barriers, insufficient multicultural content, structural and policy constraints, need for professional development, attention to students’ cultural identities, school policy revision, utilization of local resources, viewing cultural diversity as an opportunity, promoting collaborative activities, and active family and community participation. These challenges were interconnected, indicating that weaknesses in one area could influence others, such as teaching effectiveness and curriculum implementation. The findings highlight that successful multicultural education requires addressing linguistic, content, and structural barriers, leveraging teachers’ professional competencies, providing policy support, and utilizing cultural and social resources. Policymakers are encouraged to implement comprehensive reforms, including targeted teacher training, curriculum adjustments, and recognition of students’ cultural identities. Moreover, cultural diversity should be treated as an educational opportunity, and family involvement should be actively promoted to foster an inclusive learning environment. This study contributes to understanding the complex interplay of factors affecting multicultural curriculum implementation and offers practical guidance for improving equity, inclusivity, and cultural responsiveness in multi-ethnic educational settings.
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