Investigating Intercultural Competence in Primary Schools in Antigua and Barbuda

This study examines intercultural competence in primary schools, focusing on attitudes, knowledge, and skills among students, teachers, and principals. It addresses the problem of inadequate intercultural competence, contributing to challenges in fostering inclusivity. The research builds on existing literature while filling gaps in understanding the phenomenon within this unique context. A mixed methods approach was adopted, using a QUAL + quant concurrent embedded design. The qualitative strand, the core component, employed semi-structured interviews with 23 participants (16 students, 5 teachers, 2 principals). The quantitative strand complemented this with a questionnaire completed by 78 students. This design allowed for a comprehensive exploration of intercultural competence. Data sources and instruments were selected to ensure depth and breadth in understanding. Findings revealed significant challenges, including xenophobic attitudes, bullying, and harassment toward foreign-born students. Teachers and principals struggled with language barriers and lacked training in intercultural competence. Native-born students displayed lower intercultural competence compared to their foreign-born peers. This research highlights the urgent need for intercultural competence education to promote inclusivity, integration, and social cohesion, suggesting directions for future studies to enhance these efforts.