Intercultural Competence of Teachers to Work with Newcomer Children

Abstract

With the increasing diversity in society caused by migration processes, the heterogeneity of classrooms in educational institutions is increasing. Teachers face new challenges related to cultural diversity in a multicultural classroom. This is more common in societies with a diverse population and in societies where newcomers regularly enter schools. In order to facilitate the inclusion of newcomer children in the education system, more analysis of teachers’ intercultural competence is needed. Intercultural competence is the teacher’s ability to understand, adapt to and work effectively in different cultural and linguistic contexts in the pupils’ environment. This competence includes the knowledge, skills and attitudes necessary to work successfully in a multicultural and multilingual classroom. The intercultural competence of a teacher is essential to create a positive and effective learning environment in which all pupils can learn and develop better, regardless of their cultural or linguistic background. Experience gained in working with newcomers is an important factor influencing teachers’ self-assessment of their knowledge, skills and attitudes, and the results show that respondents with such experience rate their knowledge, skills and attitudes higher than respondents without such experience, while age, work experience, level of education and workplace do not show statistically significant differences for the parameters analyzed. The aim of this study is to analyze the structure of the intercultural competence of teachers and its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system. Research methods: analysis of scientific literature, survey of teachers, data processing in SPSS 22.0.

1. Introduction

Ethnic and cultural diversity is on the rise in European countries, influenced by globalization and increased migration. Latvia has also seen a significant increase in the number of migrants and refugees arriving in the country in recent years. Based on data from the Central Statistical Bureau, Republic of Latvia, a total of 12.7 thousand residents came to Latvia from abroad in 2022, mainly from Ukraine, Azerbaijan, Russia, India, Georgia, and Syria [1].

An integration policy has been introduced in Latvia that focuses on intercultural understanding and dialogue, strengthening mutual respect and enabling smoother integration [2].

In times of change, people are forced to leave their homeland and migrate for social, political or economic reasons [3]. Ensuring the social inclusion of migrants and refugees and respecting their human rights is the responsibility of host countries [2]. In order to promote social cohesion and diversity in the host country, a legal obligation is essential, as OECD report shows [4].

This poses challenges for educational institutions, as they need to create the conditions for the social cohesion of newcomer children. Specially trained teachers are particularly important for the successful integration of linguistically and culturally diverse pupils into the education system and society in general [5]. Teachers provide a safety net to lessen the impact of the past and are among the mechanisms for the social adaptation of newcomers to a new learning environment [6].

Newcomer children have the right to access education of good quality [7,8], ensuring their inclusion in the education system is based on meeting their emotional, social and learning needs [9]. Education is a key tool for integrating newcomers into society [10]. In the host country, the education process ensures the integration of newcomers into the economic, social and cultural environment [6]. The Universal Declaration of Human Rights underlines this aspect, highlighting the crucial role of quality education in promoting personal development and social integration (UDHR, 1948) [11].

Culturally inclusive education is a challenge in many countries around the world, as the OECD Equity and Inclusion in Education Report [12] shows. However, the latest research into the state of inclusive education in Latvia shows that the system is at an early stage of development [13]. Targeted and systematic measures in this direction have only been initiated relatively recently, like the ‘Integration of Refugee Children into the Latvian Education System’ project [14]. Several solutions have emerged that are not yet systematic [15].

While teachers strive to create a responsive educational environment and implement inclusive learning strategies, the children of newcomers still face challenges and gaps in their education, such as language barriers, cultural adjustments, etc. [5]. According to OECD research, only 35% of teachers feel prepared to work in a multicultural environment [16]. Teachers lack the necessary knowledge and skills, and do not feel confident about how to respond to cultural diversity, how to provide emotional support to newcomer children and how to help them adapt to the new realities of their environment.

In addition, an interculturally competent teacher is able to communicate effectively and appropriately with people from other cultures. This includes understanding one’s own culture and other cultures, as well as emphasizing the ability to interact with one another respectfully and effectively [17].

This emphasizes the need to analyze the development of the intercultural competence of teachers, which can be defined as the ability to live and work in the context of intercultural differences [18,19]. In the modern world, society is becoming increasingly diverse, and the need for intercultural dialogue is constantly growing [6]. To work in environments with different cultures, languages and identities, teachers must be prepared. They can guarantee that every pupil receives an equal, fair and high-quality education with the support of intercultural competence, irrespective of their ethnic origin or cultural background [17]. The teacher must be able to support, protect and adapt newcomer children to a new socio-cultural environment, as well as organize effective interaction between learners. An educated and competent teacher ensures children’s well-being, learning and development by providing quality learning programs that meet their interests and needs [20].

The aim of this research is to analyze the structure of the intercultural competence of teachers, its pedagogical potential and characteristics for the activities of teachers in a multicultural educational environment in the context of migration processes, and to assess the readiness of teachers for the inclusion of newcomer children in the Latvian education system.

The research presented in this paper is the result of an analysis of the scientific literature; analytical judgements are based on previous research and the results of a teacher survey.

2. Theoretical Background

Times are changing so quickly, we have to reconsider aspects related to children’s education, so that children are prepared for the challenges that await them in the future. The current problems of modern society are climate change, economically induced conditions (the need for new economic and institutional management models) and social changes (migration, multiculturalism, the reduction of social inequality [12]).

Therefore, the question of the education of newcomers in the host country is of central importance. In the literature sources [21,22], the term newcomer refers to asylum seekers, refugees, migrants, newcomers and immigrants who stay in the host country to improve their quality of life. The need for their education is emphasized both in the European Commission Green Paper on Migration and Mobility [23] and in the European Pillar of Social Rights [24].

In Latvia, where the demographic landscape is becoming diverse due to the increasing number of migrants and refugees [1], intercultural competence is crucial because it helps bridge cultural differences and ensure that all community members can contribute to and thrive in society, emphasizing the role of education as well [15].

The readiness of teachers to work with newcomer children is determined by the set of competences they possess to effectively integrate newcomers into the educational process. Teachers help newcomer children to successfully integrate into their new environment and provide stability and continuity in their physical, cognitive and social development [25,26]. In this context, it is important to be aware of and develop a range of competences necessary for a productive collaboration with newcomers, one of which is intercultural competence.

The structure, process of development and characteristics of the manifestation of intercultural competence were delineated based on a literature review. Perry and Southwell [27] define intercultural competence as the ability to interact effectively and appropriately in an intercultural situation or context. A teacher with intercultural competence has the ability to understand, be compassionate and act in cultures that are different from his/her own [28]. Intercultural competence describes the ability to function and communicate effectively when interacting in different cultural environments [29]. It offers the opportunity to have a constructive dialogue with people from different cultures and act for the well-being of society and sustainable development [30].

Meanwhile, Hammer [31] defines intercultural competence as the ability to change one’s cultural perspective and adapt one’s behavior accordingly to cultural differences and commonalities. Based on data obtained from an international study, the most highly valued definition of intercultural competence is the one that defines it as the ability to interact effectively and appropriately in intercultural situations, drawing on one’s intercultural knowledge, skills and attitudes [32]. Teachers’ knowledge, skills and attitudes are important factors for the successful inclusion of different groups of pupils in education [33,34,35]. Teaching is a profession in which mastery depends on the interaction of knowledge, skills and attitudes [36]. The intercultural competence of teachers is essential for working well in culturally and linguistically diverse classrooms [37], for creating inclusive settings and for promoting the successful education and development of newcomer children.

The process of developing intercultural competence is a continuous development process that includes the transition from the personal to the interpersonal level. The element of attitude is the starting point for the improvement of intercultural competence and includes respect for other cultures, openness to intercultural relations and curiosity to explore and discover the unknown [32]. Attitude is directly linked to personal experience and expresses openness to cultural difference, other views, worldviews and practices [30,38]. The element of knowledge in the intercultural competence framework contains knowledge and understanding of culture in different contexts and perspectives, contributing to the formation of cultural self-awareness and sociolinguistic awareness [32]. The element of skills includes the ability to evaluate perspectives and practices in one’s own and other cultures critically, to identify and explain cultural perspectives, to mediate and act in the context of cultural diversity, to practice culturally appropriate teaching and acquire new knowledge about culture, so as to interpret and contextualize cultural practices [39].

Intercultural competence is expressed at the cognitive, emotional and relational levels, enabling teachers to work in socially, culturally and linguistically complex contexts and to understand the specific needs and challenges of the children with whom they work [5]. Intercultural competence empowers teachers to overcome cultural, linguistic or other differences in a classroom [40] and to build positive relationships with and between pupils, in order to promote their inclusion in school and the classroom and facilitate their learning. Intercultural competence includes the ability to model intercultural competence for pupils and to facilitate dialogue on global issues through respectful, inclusive and culturally appropriate teaching strategies [41].

An interculturally competent person not only has acquired cultural knowledge and understanding, but is also able to demonstrate intercultural empathy, respect, tolerance, sensitivity and flexibility, as well as openness to conversation, in order to understand others, discuss issues and problems with them and reach consensus [42].

Human communication is particularly important in a teacher’s work. The teacher must be able to build positive relationships with the children so that they can feel safe and supported in the learning process [43]. This means that three important dimensions have to be emphasized in the teaching profession:

-

Openness: teacher have to be open to different cultural perspectives and willing to learn from others;

-

Empathy: teachers have to be able to understand and empathize with other people, including those from different cultures;

-

Accountability: teachers have to be accountable for their actions and try to avoid discrimination.

Researchers point to intercultural competence in all three dimensions of human personality: cognitive (cultural awareness and self-awareness), affective (tolerance, empathy, appreciation of diversity) and behavioral (acting towards others, interaction and cooperation skills) [44,45]. The manifestations of intercultural competence in the dimensions of a teacher’s personality are shown in

Table 1. The manifestation of intercultural competence in the dimensions of a teacher’s personality (by Barrett et al., 2014 [44]; Genç, 2018 [45]).

Dimensions of a Personality	Characteristics of the Manifestation of Intercultural Competence
Cognitive	The cognitive dimension refers to knowledge, understanding and ways of thinking about other cultures and intercultural situations.
	Manifestations:
	- Cultural awareness and knowledge: a teacher having intercultural competence has acquired a cultural awareness and knowledge of different cultures, their values and traditions. He/she is able to identify and understand cultural differences and similarities. - Sociolinguistic knowledge: this includes knowledge of linguistic diversity and sociolinguistic norms. A teacher is aware of how language and communication influence intercultural relations. - Cultural self-awareness: a teacher is able to analyze his/her own cultural identity and is conscious of the influence and perspective of his/her own culture, which may influence his/her perceptions and actions in other cultures.
Affective	The affective dimension refers to the emotional aspect of intercultural competence.
	Manifestations:
	- Empathy: a teacher having intercultural competence shows empathy and understanding towards people from other cultures. He/she can put himself/herself in others’ shoes and be aware of their emotions and perspectives. - Tolerance and openness: a teacher is open to diversity and ready to resolve intercultural conflicts with respect and understanding. He/she does not see differences as a problem but as an opportunity to learn and grow. - Appreciation of diversity: a teacher values diversity and the contribution of different cultures positively. He/she highlights the benefits of diversity and values those coming from different cultures.
Behavioral	The behavioral dimension refers to how a teacher acts and interacts with other people in different cultures.
	Manifestations:
	- Interaction and cooperation: a teacher is able to build positive relationships and cooperate with people from different cultures. He/she is skilled in conflict resolution and communication. - Promotion of international participation: a teacher participates actively in international projects and activities that promote cultural exchange and understanding. - Culturally appropriate education: a teacher adapts educational materials and methods to meet the cultures and needs of pupils, promoting the effective learning for everyone.

.

In general, intercultural competence is a versatile and complex concept that encompasses knowledge and understanding, emotions and actions, to promote an effective interaction between people from different cultures and to build an inclusive and respectful environment. By implementing a culturally inclusive education, the teacher bridges different cultures and provides a safe and supportive environment in which children can develop and learn [46]. To be effective, it requires synergy from teachers, administration, parents and students.

Interculturally competent teachers create an open and respectful environment in which newcomers feel supported in their culture and experiences. It is essential for teachers to understand the impact of migration on the lives and learning of newcomers, including the challenges these families face, such as language barriers and socio-emotional aspects, as well as differences in education systems [6]. This understanding enables teachers to offer support that meets the individual needs and challenges of newcomers.

Additionally, an improved intercultural competence among teachers benefits students by fostering empathy, facilitating effective communication, promoting a supportive learning environment and preparing students for diverse societies by improving the global understanding of cross-cultural contexts [17].

In the Latvian education system, newcomer children are usually educated in general education institutions. There are no special schools. In order to promote inclusion and linguistic integration, the role of a teacher with developed intercultural competence is therefore of a high priority [15]. Inclusion in education is defined as the practice of ensuring that all students, regardless of their abilities, background or circumstances, are provided equal opportunities to learn together in mainstream educational settings, thereby promoting diversity, equity and social cohesion [12].

While it is important to emphasize teachers’ openness and adaptability to different cultures when it comes to intercultural competence, stereotypes against newcomers should not be forgotten. In the literature, stereotypes are usually described as beliefs about the characteristics and behavior of members of certain groups [47]. A distinction is made between ethnic stereotypes, which are based on the nationality of individuals, and cultural stereotypes, which are based on different cultural types [48]. Hachfeld et al. [49] define stereotypes as teachers’ negative expectations of newcomer pupils’ motivation to learn and achieve a successful inclusion in the field of education. Teachers’ expectations play an important role in shaping pupils’ educational careers [50]. Negative stereotypes exist partly due to misinformation and partly due to the rejection of diversity, especially in countries that have been historically homogenous [51].

However, these stereotypes are often unfounded. Teachers working with newcomer children are often very committed and willing to adapt their approach to provide the right support and education for each pupil. They strive to create a safe and supportive environment in which every child can develop and learn effectively, regardless of their migration experience.

3. Research Methodology

3.1. Methods

In order to find out the readiness of teachers to integrate newcomers into the Latvian education system, a questionnaire was developed. It was based on a questionnaire developed in Estonia [52] to assess teachers’ intercultural competence (regarding attitudes, knowledge and skills). The questionnaire was adjusted and updated to the current situation.

The questionnaire consists of three sections: one contains general questions about the respondents (age, gender, work experience and stage of education at which they work); another assesses their readiness for intercultural competence (covering knowledge, skills and attitudes—16 statements in total: 4 statements on knowledge, 8 on skills and 4 on attitudes); and a third focuses on foreign language skills and support in intercultural contexts (total—4 questions). However, for the current analyses, only the first two sections, which provide the self-assessment of teachers regarding their intercultural competence and include their knowledge, skills and attitudes, were taken into account.

Two experts in the field of education were invited to determine the logical validity and the content validity of the questionnaire. After improvements, the final survey was conducted in an e-environment. Participation in the survey was voluntary, which represents a research limitation, as it can be assumed that the most active teachers participated, and the survey results are based solely on the teachers’ self-assessment. Despite the fact that the survey sample was randomly selected, an equal chance of selection was ensured, while the personality of the respondent influenced the results of their participation.

The respondents were asked to self-assess 16 statements related to their knowledge, skills and attitudes towards working with newcomers using a Likert scale (1—no, 2—rather no, 3—rather yes, 4—yes).

The data obtained were processed in SPSS 22.0. At the start of the data processing, the Cronbach’s alpha was calculated to test for internal consistency, and the result was α = 0.872, while the Cronbach’s alpha for the statements was 0.860 ≤ α ≤ 0.883, indicating good internal consistency. The Kolmogorov–Smirnov test showed that the data did not follow a normal distribution (p < 0.05). Descriptive statistics were used.

3.2. Participants

A total of 322 teachers took part in the survey. The characteristics of the respondent cluster are shown in

Table 2. Characteristics of respondent cluster.

Distribution by
Age	Gender	Experience	Stage of Education at Which They Work
18–30 years—33 31–40 years—74 41–50 years—85 51–60 years—95 over 60 tears—33 do not want to specify—2	female—299 male—21 do not want to specify—2	up to a year—22 1–5 years—117 6–10 years—48 11–20 years—56 21–30 years—59 over 30 years—20	preschool—152 primary school—163 secondary school—57

.

Several teachers were employed at different stages of education, so there was a discrepancy between the sum of the distributions and the total number of respondents. A total of 256 (80%) respondents have had experience of the inclusion of newcomers, while 66 (20%) respondents have no such experience.

4. Results and Discussion

The significance of the knowledge, skills and attitudes that form the intercultural competence of teachers and represent their readiness, based on their self-assessment, was determined, considering the theoretical background of the concept of intercultural competence [32,35] and its formation [27,28,31], and the survey data.

A correlation was found between teachers’ knowledge, skills and attitudes towards working with newcomers (

Table 3. Correlation between teachers’ knowledge, skills and attitudes towards working with newcomers.

	Knowledge	Skills
Skills	0.369
Attitudes	0.209	0.369

), confirming the importance of an interaction between these components and emphasizing attitude as the core [36,53].

Statistically significant differences were found in the following results: in the self-assessment of skills, ‘gender’ (p = 0.011) and ‘stage of education’ (p = 0.026); in the self-assessment of knowledge, ‘the experience with newcomers’ (p = 0.000), ‘skills’ (p = 0.000) and ‘attitudes (p = 0.018). In all cases, the respondents with experience in the inclusion of newcomers have a higher self-assessment rate. The differences appear in relation to individual competence, which is characterized by personal skills and individual psychological characteristics and experience [54,55]. However, some studies have found a connection between teachers’ attitudes and their educational qualifications (the higher the educational qualification, the more positive the attitudes towards newcomers) [53,56]; this was not assessed in the present study as only the question of professional experience, and not educational qualification, was specified. This context was not confirmed within the current study, possibly due to limitations in the sample size or respondent diversity.

The self-assessment results of the statements describing teachers’ knowledge are presented in

Table 4. Self-assessments of statements describing knowledge.

Statement	Mean	Std	Me	Mo	p
I am knowledgeable in teaching strategies that incorporate components of ethnic identity diversity.	2.60	0.743	3	3	0.001
I have an understanding of the aspect of cultural diversity in pedagogy.	2.95	0.730	3	3	-
I am knowledgeable about how the experience of newcomers can affect their learning.	2.92	0.755	3	3	0.005
I am aware of various resources that can be used in the educational process of newcomers.	2.81	0.791	3	3	0.000

p—differences depending on work experience with newcomers.

.

The analysis of the experience component comes next. Experience ensures the manifestation of intercultural competence in all three dimensions of a human personality—cognitive, affective and behavioral [44,45]—provides conscious control over one’s abilities and skills in a particular domain [57] and helps individuals to make better decisions and solve problems [58]. Depending on their experience in working with newcomers, the respondents with experience in integrating newcomers have a higher self-assessment.

The self-assessment results of the statements describing teachers’ skills are presented in

Table 5. Self-assessments of statements describing skills.

Statement	Mean	Std	Me	Mo	p
I integrate the cultural values and lifestyles of newcomers into my lessons.	2.80	0.927	3	3	0.000
I build supportive relationships with the parents of newcomers.	3.12	0.978	3	4	0.000
I include examples of newcomers’ experience in my lessons.	2.80	0.901	3	3	0.000
I organize activities to increase children’s knowledge of other cultures.	2.70	0.981	3	3	-
When planning the educational activities, I take into account the customs of newcomers.	2.77	0.896	3	3	0.000
I consult with other teachers or administration to better understand issues related to the planning and implementation of the newcomers’ educational process.	3.20	0.916	3	4	0.000
I check the educational materials I use in the teaching process to ensure that cultural and ethnic biases are excluded.	3.12	0.929	3	4	0.000
I make changes to the learning environment so that all children have an equal opportunity to succeed.	3.27	0.832	3	4	0.000

p—differences depending on work experience with newcomers.

.

The results show that teachers use skills that have become firmly established in their daily professional practice, while skills related to intercultural competence are rated lower. Latvian educators lack experience in integrating newcomers’ cultural values, experiences, customs, etc., into their lessons [15]. This is also confirmed by the statistically significant differences found according to work experience with newcomers: in all cases, respondents with experience in integrating newcomers have a higher self-assessment.

No statistically significant differences were found according to the respondents’ work experience and years of service.

The self-assessment results of the statements describing teachers’ attitudes are presented in

Table 6. Self-assessments of statements describing attitudes.

Statement	Mean	Std	Me	Mo	p
Newcomers enrich the environment of my institution.	2.98	0.795	3	3	0.013
Newcomers enrich learning.	2.84	0.843	3	3	0.005
Newcomers enrich Latvian culture.	2.52	0.821	2	2	0.047
I think my institution could be more multicultural.	2.59	0.839	3	3	-

p—differences depending on work experience with newcomers.

.

When assessing attitudes, statistically significant differences were found based on the work experience of teachers (p = 0.027). Respondents with more than 40 years of experience (mean rank 107.44) and those with 21–30 years of experience (mean rank 85.23) have a higher self-assessment of attitude. These teachers have been in the profession for a long time and have gained experience and knowledge that help them maintain a positive attitude and readiness, confirming the fact that experience is important for the acceptance of diversity and positive attitudes towards intercultural contexts [30,38] and is an essential factor for the successful inclusion of newcomer children [59]; their knowledge of cultural diversity dimensions is important for newcomer children from different cultural backgrounds. In turn, the implementation of children’s cultural experiences and learning in relation to their experiences provides an opportunity to organize a more meaningful learning process [46]. As attitudes are the starting point for the development of intercultural competence [32], the low results obtained (mean < 3) pose risks for the successful inclusion of newcomers: many teachers are not open to intercultural relations and diversity. Many respondents disagree (answering ‘no’ or ‘rather no’ than ‘yes’) that newcomers enrich the environment of their educational institution (21.8%), learning (32.2%) and Latvian culture (51.6%) and do not see their educational institution as multicultural (43.4%). A study conducted in 2020 on intercultural stereotypes and prejudice in Latvia [48] shows ethnocentrism, which is attributed to a more ethno-culturally homogeneous environment and the many stereotypes about newcomers. In the Latvian cultural environment, including education, newcomers are often perceived as foreigners who can threaten Latvian identity. Changing attitudes towards newcomers and removing stereotypes will be the start of improving intercultural competence [32].

In addition, parallels are drawn between the theoretical background of the structure of intercultural competence, which consists of intercultural knowledge, skills and attitudes, and the mastery of their interaction, in accordance with the survey data on the self-assessment of the intercultural knowledge, skills and attitudes of 322 teachers, confirming the central role of their work experience with newcomer children from different cultural backgrounds (80% of respondents had such experience).

Since intercultural competence enhances the ability of teachers to create inclusive learning environments in which they can effectively interact with different groups of students and adapt their teaching to meet varying cultural needs, there is a need to develop this competence for the effective inclusion of newcomer children in the Latvian education system by enriching the educational environment.

In Latvia, professional development opportunities are provided for teachers. Data from an OECD study show that 35% of teachers in OECD countries are prepared for the teaching process in a multicultural environment [4]. The Cabinet of Ministers Regulation No. 501 on the “Procedure for Organizing the Quality Assessment of Teachers’ Professional Activities” evaluates the quality of the teaching process in preschool teachers only of game activities [60]. However, the regulations do not provide for an assessment of teachers’ competencies in integrating newcomers into a multicultural environment. According to Latvian legislation, the 21st century educational landscape is characterized by social skills, including openness to diverse opinions and cultures. Because of this, well-educated and competent teachers are essential to ensure the well-being, learning and development of children by offering high-quality educational programs that meet their interests and needs [61], while this is not established as an obligation in official teachers preparation documents.

5. Conclusions

The development of intercultural competence is a continuous process. Its structure includes elements of knowledge, skills and attitudes and enables teachers to better understand learners, create a balanced and inclusive learning environment, act successfully in intercultural situations and provide an equal, fair and high-quality education to newcomer children.

The analysis of the results shows that Latvian teachers with numerous years of professional experience are prepared to work with newcomers, according to their self-assessment. The majority of respondents do not believe that newcomers enrich the environment of their educational institutions and do not consider their educational institution as multicultural, which presents a contradiction. This is due to Latvian stereotypes, which pose a threat to the inclusion of newcomers. Further research and discussion are needed on this topic, with particular emphasis on identifying specific stereotypes, understanding their origins and developing strategies to challenge these perceptions within the educational field.

By navigating cross-cultural situations and considering different cultural contexts to ensure a better understanding of learners, the process of becoming interculturally competent is ongoing. In the case of Latvia, the lowest self-assessments are found in the statements describing attitudes, indicating the need for changes at the individual, community and national level to shed various stereotypes. Experience in working with newcomers is an important factor influencing teachers’ self-assessment of their knowledge, skills and attitudes. The findings indicate that there are no statistically significant differences in the parameters of age, work experience, level of education and place of work of the respondents.

In summary, in a multicultural educational environment, it is crucial for Latvian teachers to develop intercultural competence in order to effectively address the emotional, social and learning needs of newcomers, thereby promoting inclusion and linguistic integration. This can be achieved through targeted professional development workshops and intercultural training programs that improve teachers’ knowledge, skills and attitudes, ensure the successful inclusion of diverse student groups and promote a more inclusive education system. In addition, intercultural competence strengthens communication between different groups and promotes cooperative relationships, enabling individuals to effectively manage cultural differences and leading to more inclusive and productive societies. For teachers in Latvia, this is particularly important as it helps them manage increasingly diverse classes and create an inclusive learning environment that respects and integrates different cultural perspectives, thereby achieving better educational outcomes for all learners.

However, this research has some limitations that should be considered when interpreting the results. As the survey was conducted online, the respondents were selected randomly. The analysis only highlights the most important trends in the context of the research questions, which need to be researched in more detail. In future research, qualitative data would provide a deeper understanding of the issues and solutions required for the inclusion of newcomers in the education sector in the Latvian context. These issues would include language barriers and cultural differences, among other specific issues, and would require the development of specialized solutions like an inclusive curriculum design, language support program, teacher training, etc.