Cultivating intercultural competency: The role of sustainability in pre-service teacher professional development

Abstract

Cultivating intercultural competency and sustainability within teacher training is essential for preparing educators to address the challenges of a rapidly changing world and to create inclusive, socially responsible, and environmentally conscious educational environments. The purpose of the present study was to examine the role of sustainability in pre-service teacher professional development and its influence on cultivating intercultural competency. In the study, two key methods to bring sustainability to the core of education strategy were used: an analytical method and a method of exploratory interviews as an instrument to collect data. The main ways of sustainable professional development of cultivating intercultural competency were continuing pedagogical practice, internal and external academic mobility, informal/non-formal education, and cooperation with stakeholders. The aforementioned activities were meticulously designed to provide a well-rounded professional experience for the pre-service teachers, facilitating their growth in the field of English teaching and fostering cultural understanding. The findings proved that the integration of targeted professional development initiatives significantly contributed to the enhancement of participants’ capabilities and preparedness for their future roles as English teachers. The increased engagement observed underscores the practical relevance and applicability of the implemented strategies within language teacher preparation programs. The research results validated the theoretical frameworks, providing empirical support for the positive outcomes of professional development interventions in language teacher preparation programs. The observed improvements in linguistic and sociocultural dimensions underscore the programme’s success in shaping proficient and culturally aware pre-service English teachers. The findings of the study can be used by higher education institutions that train future teachers, as well as organisations that implement professional development programs for teachers, in order to develop intercultural competence and introduce sustainability principles into the educational process.