Perspectives and Implementation of Multicultural Education: A Comparative Study between Developed and Developing Countries
DOI:
https://doi.org/10.67899/iej.v3i2.88Keywords:
Multicultural Education, Implementation, InclusivityAbstract
This study aims to comparatively analyze the perspectives, policies, implementation, and challenges of multicultural education in developed and developing countries. A qualitative approach was employed using library research, drawing on scholarly journal articles, academic books, educational policy documents, and relevant previous studies. Data were analyzed through comparative content analysis to identify patterns of similarities, differences, challenges, and implementation strategies across the two contexts. The findings indicate that developed countries generally demonstrate more systematic multicultural education policies, stronger institutional support, and better educational infrastructure, yet continue to face social segregation, discrimination, and unequal access to education. Developing countries encounter greater limitations in resources, socioeconomic conditions, and institutional capacity, but demonstrate more adaptive approaches to cultural diversity and local educational needs. The novelty of this study lies in developing a comparative framework that positions structural capacity and contextual adaptation as two key dimensions for understanding the implementation of multicultural education across different national contexts. The findings emphasize that the effectiveness of multicultural education is determined not only by resource availability but also by the capacity of educational systems to integrate diversity values in accordance with local social and cultural contexts. This study contributes to the development of more contextual, inclusive, and responsive multicultural education policies and practices
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Copyright (c) 2026 Mukhlis, Ahmad Nabriz, Muhammad Eissawy Abu El Yazid, Muhammad Hasan Basari, Fitri Handayani (Author)
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