Intercultural Teaching Competencies as a Response to Teacher Role Stress and Student Existential Stress

Dr. Ajit Kaur, Kanwaldeep Singh

Abstract: Schools worldwide are increasingly expected to promote intercultural understanding as a foundation for social cohesion. In Australia, while the curriculum aspires to foster respect for diversity and civic responsibility, its implementation often falls short, with reports of exclusion and racism undermining students' sense of belonging. This study explores how developing intercultural teaching competencies can help reduce both teacher role stress and student existential stress in culturally diverse classrooms. Drawing on a scoping review of recent literature, it identifies key teaching competencies-curriculum design, facilitative teaching, reflective practice, and inclusive learning cultures-that promote social cohesion. The paper situates these competencies within broader psychosocial challenges and offers strategies that not only enhance intercultural understanding but also support teacher wellbeing and student identity development. It calls for policy alignment, targeted teacher training, and school-wide support to make intercultural education more effective and sustainable.

Keywords: intercultural competence, role stress, existential stress, social cohesion, secondary education

How to Cite?: Dr. Ajit Kaur, Kanwaldeep Singh, "Intercultural Teaching Competencies as a Response to Teacher Role Stress and Student Existential Stress", Volume 14 Issue 9, September 2025, International Journal of Science and Research (IJSR), Pages: 1-8, https://www.ijsr.net/getabstract.php?paperid=SR25831125722, DOI: https://dx.doi.org/10.21275/SR25831125722