English teachers’ role in multicultural education: the Uzbek perspective on inclusive pedagogy and cultural competence
Abstract
This qualitative interpretive study investigates the evolving role of Uzbek teachers in fostering multicultural education (ME), with a focus on inclusive pedagogy, cultural responsiveness, and classroom equity. Drawing on data from 28 teachers across five Uzbekistan provinces collected through semi-structured interviews, extended classroom observations, and document analysis, the study identifies how ME principles are understood and enacted in K–12 educational settings. Thematic analysis, guided by Braun and Clarke's framework, revealed three overarching dimensions: (1) culturally responsive instructional strategies, (2) persistent challenges in addressing student diversity, and (3) institutional gaps in policy coherence and professional development. While 75% of participants demonstrated awareness of cultural pluralism, only 35% reported access to formal training in intercultural competence. Structural barriers appear to be indirectly hindering the process of change from uni-cultural to multicultural and pluro-linguistic education in Uzbekistan. Some of such barriers include centralized curriculum mandates, monolingual teaching models, and limited community engagement. The study recommends sustained professional development in intercultural pedagogy, localized curriculum reform, and culturally inclusive assessment practices tailored to Uzbek socio-cultural realities. These findings contribute to the Uzbek region and its neighborhood which share similar values and common discourse on educational equity and offer actionable strategies aligned with key objectives for inclusivity and educational modernization. Key terms: Education, Multicultural, English teachers, Uzbekistan, Cultural, Inclusive