The influence of relational skills and awareness on intercultural competence in early childhood education: a quantitative study.

Contemporary migration has led to increasingly diverse societies, making effective navigation of intercultural interactions essential. Among the theoretical models of intercultural competence, Deardorff’s conceptualization is particularly influential, defining it as the ability to communicate effectively in intercultural contexts. Deardorff highlights the link between relational skills and cognitive and behavioral skills, emphasizing the dynamic nature of intercultural competence where affective and relational dimensions are crucial for successful interactions. Building on this conceptualization, we operationalize intercultural competence through Chen and Starosta's model of intercultural sensitivity (IS) for relational skills and Fantini's model of intercultural competence for cognitive and behavioral skills. IS focuses on individuals' willingness and ability to appreciate cultural differences, while Fantini emphasizes the interplay between knowledge, attitudes, skills, and awareness necessary for effective intercultural communication. In educational settings, particularly for children aged 0-6, the relationship between intercultural competence and sensitivity is essential yet underrepresented in research. Enhancing teachers' intercultural competence is crucial for fostering inclusive environments, though empirical studies in this area remain limited, especially in the Italian context. Our research aims to quantitatively test the relationship between IS and intercultural competence (IC) among teachers in Italy's early childhood education sector (ages 0-6). Additionally, the study explores the interplay among teachers' intercultural skills, attitudes, knowledge, and awareness. A total of 500 teachers participated, with females comprising 98.8% of the sample. Participants' ages ranged from 28 to 67 years, with an average age of 49. They completed a questionnaire investigating their IC and IS.The findings reveal significant positive associations between IS and IC, emphasizing their complementary nature. Regression analyses show that IS accounts for approximately 37.9% of the variance in IC, highlighting the crucial role of relational skills in effective intercultural interactions. Notably, higher levels of awareness significantly predict positive attitudes, enhanced knowledge, and improved skills in intercultural contexts. For instance, awareness explains about 49.5% of the variance in intercultural skills. Our study provides quantitative support for Deardorff's model of intercultural competence within the teaching profession, emphasizing that relational skills, such as IS, are essential for developing cognitive and behavioral skills in intercultural contexts. These relational skills facilitate interaction and communication between individuals from different cultures, forming the foundation for building the cognitive and behavioral abilities necessary to navigate intercultural dynamics effectively. Additionally, it underscores the critical need to enhance teachers' awareness, advocating for training programs that prioritize relational skills and self-reflection over theoretical concepts. We also provide critical reflections on methods to promote awareness, suggesting how fostering relational engagement and self-reflection can significantly enhance intercultural competence in early childhood education and challenge structural inequalities within the school realm.