Cultural Diversity for Sustainable Development - Assessment Answer

Multicultural competency refers to the ability of individuals to understand, appreciate, and interact effectively with people from diverse cultural backgrounds, including an awareness of cultural differences, sensitivity to cultural differences, and the ability to communicate effectively with people from diverse cultures (Banks, 2008).

International students play a significant role in the economic growth of many countries around the world, and Australia is no exception. The relationship between international students ‘migration and sustainable growth is increasingly becoming an issue for consideration in both host and home countries.

Studies have shown that international students bring economic benefits to the host country through their contribution to the education sector and the demand for housing, food, and other services (Altbach& Knight, 2007).

Is It Possible to Extend These Benefits to Include Sustainable Features? How Will Multicultural Competency You Know Change?

Multicultural competencies have several advantagesenabling featuresfor educational institutions to readily incorporate and aspire to train in a cost-effective manner to achieve sustainable development goals (SDGs).which can even be extended within educational institutions for international students along with including sustainable features.Please provide broad details of how acquiring multicultural competencies will assist in achieving SDGs.

Cultural sustainability is associated with sustainable development and it also highlights the significant role of culture in acquiring SDGs (Sustainable Development Goals). The Sustainable Development goal generally builds upon Millennium Development Goal (MDGs), whose agenda has been pursued from the year 2000 to the year 2015. It has been found that the new agenda of 2030 was chosen in the year 2015 and it aims to achieve 169 targets and 17 SDGs. Although not a single SDG pays attention to culture explicitly, lots of cultural references are there within the subsequent targets. For instance, target 4.7 seeks to ensure that every learner achieves the skills and knowledge which is required to facilitate sustainable development. These can be achieved through education which aims to appreciate the contribution of culture to sustainable development, cultural diversity, and global citizenship (Aririguzoh, 2022). Despite human who is originated from common ancestors, many differences are there between the social and individual groups. From ancient times, it has been found that humans have been shifting from one area to another. They shift due to a variety of reasons like avoiding danger, finding a suitable climate, having access to every resource and many more.  Whenever individuals went to a new place, they have formed communities and established common identities as well as distinct cultures. The world is considered a mosaic of various cultures and the concept of globalization made it much more possible in order to live in a multicultural setting with intercultural experience. Sustainable development is referred to as development that meets the requirements of the present without basically compromising the capability of future generations so that they can meet their own needs. On the basis of this, sustainable development wants to balance the requirements with the social, economic, and environmental limitations of society. There are mainly four dimensions of sustainable development and those are environment, economy, culture, and society. Culture is among the pillars of sustainable development and hence aspects of culture cannot be missed from the strategy of sustainable development. Sustainable development generally takes place in the cultural context. The concepts of culture have the ability to facilitate economic growth as well as environmental sustainability (Bouronikos, 2022). Cultural sustainability is considered the capability to enhance or retain values as well as attitudes in the face of external forces.

Specifically, it is referred to as ye driver or the facilitator of sustainable development ad it generally plays an important role in the programs of sustainable development. Unfortunately, it has been identified that globalization has now rendered several parts of cultural assimilation melting pots. This threatens cultural sustainability as the culture of the majority basically dominates the minority which leads to homogeneous and acculturation. Even though lots of benefits are there to a homogenous society, people require avoiding the concept of acculturation and they should not invest in cultural sustainability (Zheng et al., 2021). Government must adopt an approach that is community centered within all of their establishment's efforts in order to achieve cultural sustainability. Cultural diversity is considered an integral aspect of sustainable development because it provides people with the opportunity to strengthen their appreciation and understanding of other people's cultures. This also helps to build a much more inclusive society on the basis of the value of common civic. Motivating cultural diversity helps to identify common grounds within which people and live together. When individuals are secure within their right to live their lives in accordance with cultural vales, they gain the ability to enter into a relation of cooperation and dialogue. As cultural diversity generates a varied and rich world, it maximizes the entire choice range and nurtures the values and capacities of humans and hence, it is considered as the mainspring for the sustainable development of the nations, peoples, and communities.

MDGs getting direct benefits from multicultural competencies to attain SDGs

The key strategy for extension would be interacting with several diverse groups. For doing this, multicultural students in universities need to arrange research projects, internships, or practicum experiences where key people in the organization would operate with other people in a kind of unfamiliar society and understand their situations, values, and experiences. This is a vital way for improving cultural competence in universities and schools (Lee, 2022).

How does dealing with an unfamiliar society link with achieving SDGs? What are the skills acquired by international students who understand their situations, values, and experiences? Please discuss these in a detailed manner based on references.Need in-depth analysis.

Culture as a driver or mediator of sustainable development has gained increased attention over the last few years. In sustainable development, a main milestone certainly that has increased attention to the culture's role is the acquisition of the UNESCO (UN Educational, Scientific and Cultural Organization) 2005 on cultural expression diversity where Article 13 highlights the implementation of culture in the policies of sustainable development. Specifically with the process onset for formulating the SDGs starting in the year 2012, the foreign firm that has the capability in the cultural field or related regions have placed active efforts and considerable curiosity into the feasible inclusion of solely certain goal that is related to the SDGs culture   (UNDP, 2022). The advocacy and initiatives have led to some effective feedback which includes three resolutions of the UN General Assembly regarding sustainable development and culture. Although, eventually unable to safeguard clear SDGs' cultural goals. But, the space of culture in the ultimate version of efforts, debates and SDGs on the cultural implementation into sustainable development is very limited. It is mentioned only in 4 out of a total of 169 targets as protection of cultural heritage and appreciation of cultural diversity (Zheng et al., 2021). For instance, UNESCO has created a fresh framework name the Culture to assess the cultural contribution progress to the agenda of 2030 and also to promote integration actions. Sustainable development in part of culture differs with unique cultural interpretations from intangible to tangible achievements of human to human commodities rules, norms and symbolic patterns. In spite of the multiple interpretability of the culture concept, attention to the connection between sustainable development and culture can be classified generally into two key parts as per the acceptable cultural definition in accordance with its functional and constituent interpretation.

The next explanation has an additional functional orientation as well as exhibits the cultural practice via participation, consumption and cultural production (Culture Action Europe, 2023). This definition states that culture plays an important part as an enabler and development driver as the creative and cultural industries that manufacture cultural services and goods can make employment and income (Culture Action Europe, 2023).  Cultural diversity and culture might have the power to lower the driving compel of un-sustainability. As per (Matthews, 2015) diversity of culture also plays a crucial part in the development that is sustainable. It is considered the fourth sustainability pillar. Culture promotes growth and assists individuals and communities to raise their choices of life. It is crucial to raise and adapt the flexibility of the systems of socio-ecological. As the diversity of the culture develops a varied and rich environment, it helps to enhance the expanding areas of choices and foster the values and capacities of humans. Hence, for sustainable development, motivation is there for countries, individuals and communities (Matthews, 2015).

As an international student, one needs to adjust the system of education to take into account the multilingual and multicultural community. It is crucial for international students to contribute actively to creating effective relationships with their peers by conforming to the environment of learning to be extra thoughtful of the quickly changing characteristics of the individuals as well as the educational community. To overcome language barriers international students need to utilize plain language (Affect , 2019). They must encourage the discipline of adopting plain language or speech whenever feasible; either they are interacting with colleagues who are not technical or dealing with another student who communicates their native language as a second one. They need to promote patience when interacting with anyone who is from a different culture as cross-cultural interaction takes time. It is crucial for them to take clearly and slowly as talking in a rush might lead to issues like misunderstandings and miscommunication. In addition, international students should avoid utilizing informal phrases and words as it can be difficult for students who learn fresh language to acknowledge slang expressions and words specifically when they originate from a unique cultural background. It is also advantageous for the students to learn a foreign language if it is helpful and used regularly. It is crucial to make new peers as this will give them a reason to interact. Hence, interaction with peers might be an effective method to assist them to learn a new language. Other than that, they can also use visual communication methods to keep everybody on a similar line and foster fresh ideas as well as thinking creatively (Suman, 2023).

On the other hand, a wide range of methods are there to resolve cultural barriers to pedagogy. They always need to be open-minded. For instance, if there is any issue in the classroom, everybody considers it from a distinct perspective regarding their beliefs, morals and origin. As an outcome, different chances to address a challenge are developed. Another tactic to the cultural barrier problem is self-education. Studying unique cultures aids them in better acknowledging other individuals. They may organize or attend some training courses and take part in lecture sessions that will assist them, to develop respect and empathy toward every culture. Apart from that, an effective exercise for foreign students could be to concentrate on activities and lessons that are relevant actually. As an example, consider a whole class with students from all over the globe where the teacher requests them to develop a presentation based on their specific cultures, concentrating on the understandings that they believe to be distinctive and essential to all cultures. As it is a very personal presentation, they will take an attempt to exhibit the best elements associated with their customs and cultures which will grab the attention of everybody and enable them to truly comprehend something. Rather than being merely an experience of learning for one individual, the experience has become beneficial for the overall group (Manoshvili, 2022).     

Ways to Achieve Multicultural Competencies

Volunteerism

Relying on different cultural experience types of the people seek, they may seek to volunteer within religious institutions and community centres.In addition, it is also vital to add volunteer experience and work with social interactions which are non-clinical in characteristics. They does not need to interact with each of them rather they can interact in a group of diversified members who require assistance and help.

The effects of volunteerism in monocultural settings to multiple cultural settings (The references are here from Cultural studies).

Strategic Alignment of Curriculum to Sustainable Development Pedagogy

First state the meaning of educational pedagogy and why it is important in the contexts of multicultural competencies and sustainable development.So, one section on educational pedagogy and its meaning and importance in the context of curriculum development. (This is based on references from education). The second section is on educational pedagogy and multicultural competencies. The third section is on educational pedagogy and sustainable development. (This is related to sustainable development literature).Then you need to conduct an analysis of the sustainable development pedagogy.

Finally, in this part of the paper, you are aligning the existing curriculum in universities (take universities from countries in the world rankings of achieving SD) to sustainable development. You are commenting on how these universities have relied on the plurality of educational systems to achieve these.

Multicultural competence plays an important role for international students. It results in effective and enhanced interaction between individuals that contribute to strong relationships. As an international student, it is essential to acquire multicultural competence because it will aid to raise awareness regarding own background and cultural identity (Taleisnik, 2017). In addition, the imperative of self-awareness further help to obtain insights regarding personal culture as well as the experience of inter-culture. Moreover, it will allow the foreign students to develop a healthier and more creative environment of learning where they can respect and accept differences as well as support and work with classmates or colleagues who are unique. If international students learn about unique cultures during their period of education then they will feel more secure and comfortable about these distinctions (Drexel University School of education, 2021). Other than that, it will also enable them to engage with a wider array of social groups. Additionally, they will also experience more confidence in their relationships with themselves as well as others. Various types of discrimination can be overcome by students via promoting knowledge of awareness and developing a personal attachment to unique cultures within the classroom settings. As they become more conscious regarding the hardships that an individual encounters from a distinct group of culture or race. It also allows the students to emphasize other individuals who are not like themselves. In addition, cultural competence also aids the students to learn in greater depth regarding the matter of the subject when learning and working with individuals from a unique variety of cultures and backgrounds in the classroom settings. Apart from that, it also educates them on the way to take part in a distinct place of work by utilizing their distinctive perspectives and point of view. It will further naturally motivate the foreign students to be more unbiased or open-minded in their future life majorly by introducing them to an array of cultural backgrounds, viewpoints and perspectives. As an outcome, this will become less resistant to fresh thoughts. In addition, they will also be effectively able to acknowledge a topic by weighing multiple points of view. Working with people from various socioeconomic groups and cultures has become increasingly essential with the development of globalization. Pupils are prepared better to become successful in employment if they receive exposure to diversity and gain knowledge regarding distinct cultures in the settings of education.

According to Arruzza & Chau, (2021), the provision of delivery culturally-sensitive and high-quality services is guaranteed by cultural awareness in the industry of healthcare. Hence, as an outcome, all students who are majorly studying in foreign countries require being mindful of the significance of cultural competency or understanding in pedagogy. In addition, states that education on cultural competence might significantly raise crucial outcomes for students including confidence, skills, knowledge, contentment and other traits. Pupils that engage in the training of cultural competence throughout their studies as undergraduates grasp cultural concepts better.  All pupils gain benefits from encouraging inclusiveness and raising intercultural education awareness as well as approaching pedagogy with awareness of culture. Increasing inclusion and intercultural understanding not only foster acceptance but also assist students to prosper in an environment that has growing diversity (Drexel University school of education, 2021). Educators have an excellent opportunity to find out the way to support a positive environment in the settings of the classroom with the behavioral, emotional and social program of wellness certificate. Furthermore, this program may give the foundation for acknowledging the method to aid diversity within the students or classroom. Everyone is distinct and in order to understand and support cultural awareness properly, students require to acknowledge all the unique diversity types that they might experience in their classroom settings including language, ethnicity, race, religion, sexual orientation, socioeconomic status and gender identity. An individual's experience in the overall society might be influenced greatly by skin color. Also, it can have an impact on the way they consider themselves and other people when engaging in activities within the classroom. The nationality and culture of an individual have a connection to their ethnicity. Additionally, it is crucial to acknowledge that even though some individuals might have similar skin tones, they originate from areas that vary and also have very different views and beliefs of culture regarding the globe (Arruzza & Chau, 2021).

In order to foster multicultural competency, a wide range of strategies are that an international student needs to consider. It is crucial to learn regarding own historical roots, values and beliefs. Self-assessment will enable them to realize the ubiquitous cultural influence in their own lives. In addition, it exposes people to their personal biases while stimulating responsive curiosity regarding different cultures. Apart from that, one of the effective methods to immerse oneself in other cultural viewpoints is to acquire an additional language (Drexel University school of education, 2021). Learning a new language will help the students to connect and reach out to individuals who use that language. Interacting with groups having different cultures is another strategy that students can consider to achieve cultural competency. Students can also volunteer at religious institutions, cultural events and community centers to foster their cultural competency (Drexel University school of education, 2021). 

Higher pedagogy is unique due to the students' diversity. This also gives issues for those individuals who are involved in educational affairs. Apart from that, to serve distinct ethnic and racial communities, higher education serves the unique student population who are foreign, handicapped and have various kinds of sexual orientations (Mikhaylov, 2014). International students require developing networking skills such as presentation and communication to foster their multicultural competency. Higher educational organizations must educate these skills as an important aspect of the curriculum or development of a career. In addition, the higher education settings should overcome the educational process' social aspects and must aid the social network development of the students by promoting favorable circumstances outside and inside of the class settings like planned professional, academic and social events or by implementing experiential projects of learning in the curriculum majorly for enhancing cross-cultural learning (Pandit, 2013). This is because promoting the initiative of students will be advantageous for the development of cultural knowledge. Other than that, developing relations with global and local communities or groups and inspiring participation of the students in group projects will assist to foster the cultural and professional competence of international students (Major & Mangope, 2014).  

In addition, international students are also required to undertake formal training in relation to diversity-oriented practice problems and research, learn about the new research as well as fulfill potential collaborators at the Annual Convention of APA along with conferences that are particularly focused on diversity problems (Neparko, 2022). Another option for international students is to lobby the institution's department if they face issues like their program is not able to give them the kind of education and training, they require, and the faculty shall be pressurized for doing better. When these students plan for sending a formal letter to the chair of the department with precise complaints and suggestions or tackle the matter in an informal way they should ensure to work and collect allies that students from outside and within the department for helping in forming the case (Matthews, 2022). Multicultural competency can be altered if certain practices are carried out like making a commitment for expanding knowledge with regard to culture, the different cultural dimensions, and cultural competence within the organization. This shall also comprise principles of cultural competencies and culture within the strategic planning, program design, service delivery procedure, and policy development.

The paper explores this question in depth. It explores the potential for developing and revamping international educational experiences to facilitate multicultural competencies through international student participation for achieving sustainable societies.

The paper is organized into three sections. One, the paper examines what constitutes multicultural competencies. It explores the potential for including in the rubric of multicultural competencies the direct and indirect notions of sustainable societies. Two, the paper then examines how multicultural competencies can be built into international student experiences to achieve sustainable societies. The paper builds on Altback&Knoght (2007) study on enhancing the benefits to host countries to incorporate the features of sustainable societies. Finally, the paper uses Australia to illustrate the application of the modifications to existing multicultural competencies to incorporate features of sustainable societies.

Multicultural Competencies for Sustainable Societies

Education for the purpose of multicultural competency can establish on the notions of several global education models like intercultural education, education to achieve democratic citizenship and education on global citizenship. Despite several limitations in their scope and focus, (democratic culture or cultural differences, instead of environmental sustainability and human rights), a common objective can be shared by these frameworks for promoting understanding of international students with regards to the world as well as empowering them for expressing their views as well as taking participation within society. The first dimension will include evaluating problems of cultural, global, and local importance. This includes universally competent practices of people about critical reasoning and the entire world whenever there is the necessity for forming individual opinions regarding a global problem.  For acquiring a mature development level, international students are required to develop and utilize thinking skills that are of higher order like weighing and choosing suitable evidence for reasoning in relation to multicultural developments (Oecd, 2018). Global students who have the competence shall combine and draw on the disciplinary thinking modes and knowledge developed in schools for asking questions, evaluating arguments and data, and elaborating phenomena as well as developing a position with regards to a cultural, global, or local problem.

Sustainable Societies into Multicultural Competencies

For the development of sustainable societies, vital assessment frameworks are needed that can integrate sustainability in a better way into higher curriculums of education across disciplines. International students take into consideration learning for bringing sustainability within the overall environment (Static sustainability, 2023). Therefore, their perspective is courses and modules that should be implemented within higher education must be straightforward in characteristics. Key competencies of sustainability now include strategic thinking, systems thinking, future thinking, and others. The competency of systems thinking can be elaborated as the capability for analyzing complex systems that comprise every three main dimensions of environmental, social, and economic issues, on a global to local scale. International students will gain the ability through this competence to well-knowing the challenges of a system that leads to adverse impacts, various changing dynamics, and inertia. Global students are mainly required for evaluating sustainability issues from a holistic point of view (Annelin&Boström, 2022). Besides this, there is the strategic thinking structure which has the power for constructing action plans thereby also solving sustainability issues along with creating a broad transformation towards sustainability. Hence, international students can find the effective competency of strategic thinking incorporated within several higher educational programs, particularly project planning and management, political planning, or spatial planning. In addition, there is also the presence of future thinking initiatives which will provide the capability of international students for forecasting potential scenarios of sustainability issues as well as anticipating the process of sustainability strategies and systems for making development in the near future. These students can take into consideration whole systems and strategies both present, past, and within numerous possible futures, and at the same time also noticing knowledge development for sustainability can be an immense and complex task.

Australian International Student Experiences 

In Australia, the education sector is one of the largest service exports, with international students accounting for a significant share of the country's total export revenue (Department of Education and Training, 2020). Additionally, international students bring cultural diversity to the country, enriching the cultural fabric and improving the overall quality of life for both international students and the local community (Ng & Lester, 2015).

However, the benefits of international students go beyond just the economic impact. Developing multicultural competency among the local population can help to create a more inclusive and harmonious society (Parekh, 2000).

In Australia, the increasing number of international students from diverse cultural backgrounds has led to increased cultural diversity in the country, highlighting the importance of multicultural competency (Department of Education and Training, 2020). Multicultural competency can help to mitigate the negative impact of cultural conflicts, enhance social cohesion, and promote economic growth (Altbach& Knight, 2007). Moreover, it can help to create a more inclusive and welcoming environment for international students, enhancing their overall experience of studying in Australia (Ng & Lester, 2015).

Multicultural competency could infuse into the mindsets of international students and local people the notions of sustainable societies.

Although the relationship between international students and economic growth is complex due to its multi-faceted nature, there are several examples of mutual benefits to domestic and international people by engaging with each other to create and form sustainable societies.

International students bring significant economic benefits to the host country, but they also contribute to the development of a more inclusive and harmonious society through the development of multicultural competency among the local population. The development of multicultural competency is crucial in realizing the benefits of international students and creating a more welcoming and inclusive environment for them in Australia. They learn true forms of education where “unbiased investigation” and “self-awareness” awaken the capacity of the individual to be fully aware of the consequences of actions. These are the significant feature of a sustainable society.

Multicultural competency is beyond cultivating the intellect. It is wisdom (in contrast to knowledge) and is boundaryless. International student’s experiences and the role of achieving multicultural competencies is to have both an open mind as well as developing understanding through daily experiences beyond the familiar. International student migrations coupled with attaining multicultural competencies ought to be recognized neither as a brain ‘drain’, nor brain ‘gain’ but as brain ‘circulation’ without fear and anxiety of repercussions for thinking beyond disciplinary-shaped thinking and knowledge.  

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