Teachers’ perspectives on educating for peace in multicultural contexts: voices from Iranian teachers in international schools

Although cultural tensions significantly impact teachers’ effectiveness, there remains a limited understanding of the most frequent sources and consequences of these tensions for teachers in multicultural settings, as well as the role of peace strategies in reducing these tensions. To address this gap, the present study collected in-depth data from 10 Iranian teachers in multicultural schools. The findings revealed that teachers often encountered challenges related to intercultural awareness, which sometimes became sources of tension in their classrooms. Nevertheless, many teachers actively sought to navigate these challenges by drawing on instinct, experience, and interpersonal relationships rather than formal training. These tensions acted as a double-edged sword, influencing teachers in both positive and negative ways; however, the predominant effect was negative, leading to decreased effectiveness and feelings of being undervalued. In some instances, these tensions fostered cultural empathy and self-confidence among teachers. Moreover, teachers tried to increase students’ awareness as the main strategy for cultivating intercultural peace. The implications of these findings underscore the necessity for including cultural elements in teacher education courses focused on raising cultural awareness and developing strategies to reduce cultural tensions.