Read More
- Background and Key Insights
- Introduction to Intercultural Mindedness
- Research Methodology
- Research Findings
- What Does This Mean for Teaching and Learning?
- Related Links
- Further Readings
- Research Team
- Phase 1
81 students
Phase 2
9 Chinese Singaporean Students
14 Ethnic Minority Students
9 Migrant Students - Phase 1
3 Secondary Schools
Secondary School
Values Education
Principal Investigator
Knowledge Resource Bank
Intercultural Mindedness
How findings from Intercultural Mindedness can help your students
Key Insights
- Students tend to understand diversities and multiculturalism through daily interactions and lived experiences.
- Students have differing idea of what constitutes stereotypes and racism, lacking a common vocabulary to manage differences.
- Overall, there needs to be a greater emphasis on intercultural teaching and learning.
- To help students better navigate diversities, it is important to teach them to:
- Reflect on biases
- Challenge assumptions
- Question stereotypes
- To help students better navigate diversities, it is important to teach them to:
Introduction to Cultivating Values from Young
Research Methodology
Research Findings
What Does This Mean for Teaching and Learning?
Related Links
- Cultural Intelligence: Engaging Students’ Voices on Diversity through Gameplay
- Cultivating Cosmopolitan Virtues through Literature
- Nurturing Global Citizens through Literature Education
Further Readings
For educators interested in the research behind Intercultural Mindedness, you may refer to:
- Navigating diversities: experiences of youths in one Singapore school
- Developing Intercultural Mindedness through an Experiential Learning Activity—A Case Study from Singapore
Research Project
Research Team
- To learn more about this research, please contact Dr Teng Siao See at siaosee.teng@nie.edu.sg.
Principal Investigator
- Dr Teng Siao See, Assistant Dean, Strategic Engagement, and
Research Scientist, National Institute of Education – Office for Research.
Acknowledgement
- This study was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 34/17 TSS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.
This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Teng Siao See and Ms Lorraine Ow and presented on 27 January 2025.
