Forming Multicultural Attitudes of Prospective Elementary School Teachers Through a Value Inquiry-Based Multicultural Education Model

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Classroom action research improves multicultural attitudes in teacher candidates, suggesting effective teaching methods.

An increase in multicultural attitude scores from 14.575 (72.875%) to 16.075 (80.375%) was observed in two cycles.
The research involved 40 prospective elementary school teachers and used a multicultural attitude observation sheet.
The classroom action research approach showed that dialogue and reflection enhanced student engagement.
The findings highlight that specific components like empathy and social justice were significantly improved through the model.

Rodiyana et al. (2025) studied this question.

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