Intercultural education experiences of multicultural prospective teachers: A comparative study of Turkey and France

This study aims to comparatively explore the intercultural education experiences of multicultural students enrolled in preschool and primary teacher education programs at universities in Turkey and France. Adopting a qualitative research design within the framework of a multiple case study approach, the study seeks to provide an in-depth understanding of how multicultural pre-service teachers construct their learning and adaptation experiences across two distinct educational contexts. The data were collected through semi-structured interviews conducted with 11 multicultural students studying at Anadolu University in Turkey and Reims Champagne-Ardenne University in France during the 2024-2025 academic year. The obtained data were analyzed through thematic analysis. The findings indicate that multicultural students studying in Turkey perceive their educational environments as supportive in terms of language and communication, academic adjustment, and social interaction. They also emphasized that instructors provided inclusive guidance and exhibited highly positive attitudes toward cultural diversity. Such experiences were found to strengthen students' sense of belonging, intercultural interaction, and adaptation processes while contributing significantly to their personal and professional growth. Conversely, multicultural students studying in France reported challenges such as language barriers, cultural homogeneity, secularism policies, and limited social support, which hindered their sense of belonging and adaptation. They also faced structural barriers that reduced their visibility and, at times, led to feelings of exclusion. These negative experiences were found to constrain their personal, academic, and professional development and to adversely shape their perceptions of intercultural education.