A Study on Multicultural Class Design Factors Considering Immigrant Muslim Students

The purpose of this study sought to identify factors to consider in designing effective instruction for multicultural students, particularly Muslim student. As South Korea transitions into a deeply multicultural society, the number of migrant Muslim students is continuously increasing. However, systematic research on Islamic culture and Muslim students within the field of multicultural education remains insufficient. Addressing the scarcity of prior literature, this study sought to identify and propose key factors for designing effective multicultural instruction for Muslim students by utilizing a focus group interview (FGI) integrated with the Mandal-Art technique. The study participants included 17 experts and practitioners, such as master’s and doctoral students in multicultural education with extensive field experience. Through the Mandal-Art method, eight primary categories and 64 sub-factors were extracted to support instructional design. Significantly, acknowledging the practical reality that separate classrooms for Muslim students do not exist, this study bifurcated the identified factors into two dimensions: ‘Common Factors for Migrant Backgrounds’ (educational system, language, and family) and ‘Specific Factors for Islamic Culture’ (clothing, food, religion, immigration status, and daily life). The multi-layered instructional design factors presented in this study are not limited to individualized guidelines exclusively for Muslim students. Rather, these findings serve as a practical framework for protecting the human rights of all students with migrant backgrounds—including those of Muslim faith—and for fostering an inclusive educational environment grounded in cultural sensitivity. Based on the results of this study, the following recommendations were made. First, in terms of institutional and policy improvements, the issue of student identity instability should be addressed, and customized career guidance and educational content for multicultural students should be strengthened throughout the education system. Second, in terms of teacher capacity building, teachers should respect students' religious freedom based on an unbiased understanding of specific religions, such as Islamic culture, and develop the ability to understand student psychology, including nonverbal communication. Third, to build trust with parents in terms of school-home-community collaboration, translation and interpretation services should be provided to address language barriers during the initial settlement stage, along with multilingual family newsletters. Furthermore, strengthening connections with external organizations such as multicultural support centers is crucial. Fourth, in terms of cultural respect and consideration, efforts to understand and respect cultural differences in clothing, food, and daily life are essential. A particularly meticulous approach is required, with consideration given to Muslim students' halal food needs, fasting during Ramadan, and prayer times.