Exploring the Students’ Perception of Multiculturalism in the Context of Democratic Higher Education

Authors

  • Karīna Spridzāne Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia
  • Olga Astratova Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia
  • Zanda Rubene Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia

DOI:

https://doi.org/10.15503/jecs2025.3.441.460

Keywords:

multiculturalism, democratic education, diversity, inclusivity, higher education

Abstract

Aim. This study aims to investigate students' perceptions of democratic education principles within a multicultural framework and identify mechanisms for balancing cultural recognition with preventing discrimination and inequality in higher education.

Methods. The study gathered responses to 11 questions using a survey distributed via the QuestionPro tool from 334 students. Data analysis included descriptive statistics, Cronbach’s alpha for reliability, Spearman rank correlation, and the Mann-Whitney U test for group comparisons. The survey focused on four categories: curriculum and teaching competence, institutional attitudes and inclusiveness, student knowledge and perspectives, and student participation in governance.

Results. The findings reveal that while students generally perceive institutional attitudes and inclusiveness positively, there are significant gaps in curriculum integration and opportunities for participation in governance. Multicultural education was moderately rated for fostering inclusivity and addressing diversity. Challenges include limited representation of minority groups and insufficient preparation of educators to handle multicultural dynamics.

Conclusions. The study highlights the need for higher education institutions to implement curricular reforms that embed multicultural and democratic education themes. Improved governance structures and faculty development programs are crucial for fostering inclusivity, democratic engagement, and cross-cultural understanding.

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Author Biographies

  • Karīna Spridzāne, Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia

    Mg. sc. admin. in Educational Management, PhD student in Education Sciences at the University of Latvia, and a lecturer. She is currently preparing her doctoral dissertation on "Academic staff competence for fostering students’ civic engagement". She is the author of several scientific publications and the monograph Teachers in Latvia and Abroad. She regularly participates in international academic conferences and is involved in the national project "Academic Staff Competence Model" (COMPAK), which focuses on academic career development and competence frameworks in higher education. Her teaching experience includes courses in pedagogy, English for medical care students, English teaching methodology, and digital competences. Her main research interests are academic staff competence development, civic engagement in higher education, digital competences, and pedagogy.

  • Olga Astratova, Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia

    PhD student in Educational Sciences. Her doctoral research examines cultural identity in educational and social contexts, with particular attention to processes of representation and self-expression in post-Soviet and multicultural settings. In her work, she investigates how cultural narratives are constructed, interpreted, and transmitted, with a focus on the role of visual culture and everyday practices in shaping identity. She holds master’s degrees in Baltic Sea Region Studies from the University of Latvia and in Photography and Media from the Vilnius Academy of Arts. Her research interests encompass cultural literacy, identity studies, visual culture, and the broader interconnections between education, society, and historical memory.

  • Zanda Rubene, Department of Education Sciences and Pedagogical Innovation, Faculty of Education and Psychology, University of Latvia, Imantas 7. līnija 1, Rīga, LV- 1083, Latvia

    Dr. Paed., is a professor of the University of Latvia in philosophy of education, Director of the Doctoral School of the University of Latvia, and Head of the Doctoral Study program “Education Sciences”. She is an expert in Education Sciences at the Council of Sciences of the Republic of Latvia. Her main research interests include the philosophy of education, digital childhood, transversal competences, and critical thinking. She has projects and publications on these topics and participates in international scientific conferences. Author of the books "Critical Thinking in University Studies", "Introduction to Media Pedagogy" and "Digital Childhood". 

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Published

2025-09-23

Issue

Vol. 16 No. 2 (2025): Journal of Education Culture and Society

Section

EXPERIENCE

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Copyright (c) 2025 Karīna Spridzāne, Olga Astratova, Zanda Rubene

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How to Cite

Spridzāne, K. ., Astratova, O., & Rubene, Z. (2025). Exploring the Students’ Perception of Multiculturalism in the Context of Democratic Higher Education. Journal of Education Culture and Society, 16(2), 441-460. https://doi.org/10.15503/jecs2025.3.441.460