This research was supported by the “Textile Vision” Higher Education Teaching Reform Project of the China National Textile and Apparel Council (Grant No. 2026BKJGLX094), the Basic Scientific Research Project of the Department of Education of Liaoning Province (Grant No. LJ112510152003), and the Education Project of the Liaoning Provincial Social Science Planning Fund (Grant No. L25DED008).
Abstract
Multicultural
and multilingual classrooms require teachers to respond to differences in
language proficiency, cultural expectations, and patterns of participation.
This study examines the professional resources and classroom demands associated
with teachers’ self-efficacy in student engagement and considers how the
findings can inform knowledge co-creation-oriented teaching reform. Data were
drawn from 77,147 lower-secondary teachers with experience teaching culturally
diverse students in the OECD Teaching and Learning International Survey 2018.
Descriptive statistics, Pearson correlations, and multiple linear regression
were used to analyse the relationships among multicultural self-efficacy,
instructional self-efficacy, preparedness for multicultural and multilingual
teaching, student-behaviour stress, and self-efficacy in student engagement.
The results indicated that multicultural self-efficacy, instructional
self-efficacy, and teaching preparedness were positively associated with
teachers’ confidence in motivating students and supporting their participation,
whereas student-behaviour stress was negatively associated with
engagement-related self-efficacy. Teachers also reported lower confidence in
multicultural and multilingual classrooms than in their overall teaching
practice. Drawing on these findings, the study proposes knowledge co-creation
as a reform framework through which teachers and students jointly identify
participation barriers, adjust learning activities, and evaluate classroom
practices. The findings highlight the need to combine teacher preparation with
inclusive feedback mechanisms and sustained support for managing classroom
demands.
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