Harmawati Harmawati, Bunyamin Maftuh, Sapriya Sapriya, Juju Masunah, Wina Dwi Puspitasari, Jusuf Blegur
Background: Multicultural education plays a crucial role in the era of globalization; however, the influence of gender and certification status on teachers’ online multicultural teaching competency (OMTC) remain underexplored. This study aims to analyze the impact of gender and certification status on teachers’ OMTC, focusing on skills, knowledge, and overall multicultural competence. Method: A mixed method approach (explanatory sequential design) was employed, involving 106 elementary school teachers from West Java Province, Indonesia (M±SD age = 37.44±9.17; teaching experience = 10.17±9.18), including 41 males (38.68%) and 65 females (61.32%), selected through a simple random sampling. Quantitative data were collected using the Multicultural Teaching Competency Scale (MTCS), and qualitative data were gathered through semi-structured interviews. The quantitative were analyzed using an independent samples-test, while qualitative data were analyzed thematically. Results: The quantitative results indicate that gender had no significant effect on OMTC. However, certification status significantly influenced multicultural teaching skills, though it not affect multicultural teaching knowledge or the overall OMTC score. The qualitative findings identified key thematic factors contributing to these differences, including conceptual understanding, lesson planning, integration of minority cultures, empathy and reflection, and community collaboration. Certified teachers were found to be more proficient in designing inclusive learning experience and fostering empathy. However, conceptual understanding remained varied, and community collaboration was limited. Conclusions: The study concludes that certification is more effective in enhancing technical competencies, rather than conceptual or affective aspects. These finding suggest that teacher training should adopt a transformative, reflective, and contextually grounded approach to comprehensively enhance teachers’ OMTC. Copyright: © 2026 Harmawati H et al.
Doctoral Program in Primary Education, Universitas Pendidikan Indonesia, West Java, Bandung, 40150, Indonesia; Primary Teacher Education, Universitas Buana Perjuangan Karawang, West Java, Karawang, 41361, Indonesia; Physical Education, Health, and Recreation, Universitas Kristen Artha Wacana, East Nusa Tenggara, Kupang, 85228, Indonesia; Primary Education, Universitas Majalengka, Majalengka, West Java, 45418, Indonesia
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