Internalizing Multicultural Education Values among University Students
DOI:
https://doi.org/10.46328/ijonse.7470Keywords:
multicultural education, value internalization, higher education, university students, diversityAbstract
This study explores the process of internalizing multicultural education values among university students in Indonesia, the conditions that facilitate or hinder this process, and its influence on students’ attitudes, behaviors, and patterns of interaction within a culturally diverse university setting. Employing a qualitative approach, the study draws on data from in-depth interviews, document analysis, and classroom and campus observations. The findings indicate that multicultural education values are internalized through a continuous and experiential process embedded in compulsory value-oriented learning, interactive pedagogical practices, and sustained daily academic interactions. Institutional commitment to inclusivity and equality, combined with dialogical and collaborative learning strategies, creates conditions that support value internalization, while variations in the intensity of interaction highlight the need for consistent pedagogical and institutional support. The internalization of multicultural values is reflected in students’ increased tolerance, openness, and acceptance of diversity, as well as in respectful communication, cooperative behavior, and inclusive patterns of interaction. This study concludes that multicultural education in higher education is most effective when designed as a holistic process that integrates curriculum, pedagogy, and campus culture, thereby contributing to the development of socially responsible and culturally responsive graduates in diverse societies.
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