The target population of this study consisted of elementary school teachers in West Java Province, Indonesia. From this population, a sampling frame was established encompassing all active teachers in public and private elementary schools in the region. A total of 106 teachers were selected as respondents using a simple random sampling technique from the frame to ensure fair representation. The respondents comprised 41 males (38.68%) and 65 females (61.32%), with a mean age of M±SD = 37.44±9.17 years and teaching experience of M±SD = 10.17±9.18 years. In terms of educational level, 4 teachers (3.77%) had a senior high school education or equivalent, 92 teachers (86.79%) held a bachelor’s degree, and 10 teachers (9.43%) had a master’s degree. Regarding employment status, 30 teachers (28.30%) were contract/honorary teachers, 45 teachers (42.45%) were civil servants, and 31 teachers (29.25%) were government employees under a work agreement. Of these, 76 teachers (71.70%) were certified in competency, while 30 teachers (28.30%) were not yet certified.

The researchers collected online multicultural teaching competency data using the Multicultural Teaching Competency Scale (MTCS). This scale, developed by Spanierman et al. (2011), consists of 16 items representing two leading indicators. The first, multicultural teaching skills, comprises 10 items with a reliability value of 0.80. These include items such as “I integrate the cultural values and lifestyles of racial and ethnic minority groups into my teaching” One negative statement (item seven), “I rarely examine the instructional materials I use in the classroom for racial and ethnic bias,” was reverse-scored. The second indicator, multicultural teaching knowledge, comprises six items with a reliability value of 0.78. These included the items “I am knowledgeable about particular teaching strategies that affirm the racial and ethnic identities of all students.” Respondents responded on a five-point Likert scale: strongly disagree–strongly agree. The instrument was translated using a forward-backward method and validated by experts to ensure construct alignment, linguistic clarity, and cultural relevance, thereby demonstrating methodological validity and reliability in measuring the intended psychometric constructs.

The results of the OMTC data collection were then analyzed descriptively and comparatively to describe and simultaneously test differences in OMTC of teachers based on gender and competency certification. The results of the Shapiro-Wilk test (data normality) and Lavene (data homogeneity) found that the significance value of the OMTC variable data was >0.05 (see Table 1), which proves that the data from each sample group is normally distributed and the data variance is homogeneous. Referring to the two prerequisite tests, the statistical test uses an independent samples t-test. If the significance value is <0.05, it is concluded that there are significant differences in online multicultural teaching competency between male and female teachers or between teachers who have competency certification and those who have not, and vice versa. The entire process of collecting and analyzing quantitative data used the assistance of Google Forms, Microsoft Excel, and SPSS version 29.

Based on the results of the independent samples t-test analysis based on competency certification, significant differences were evident in the first indicator, multicultural teaching skills (one-sided p = 0.025; two-sided p = 0.050). Therefore, the researchers followed up by exploring the respondents’ more contextual and clinical meanings of these differences. To guide data collection, they used a purposive sampling technique to identify six potential respondents, considering their high response rate to the multicultural teaching skills data, both those who had passed the competency certification and those who had not, and also considering gender representation. These six respondents provided practical experience with multicultural teaching skills in online learning for elementary school students. The six respondents were P (male, 38 years old), U (female, 29 years old), D (female, 39 years old), R (female, 27 years old), NAF (male, 39 years old), and HHJ (male, 36 years old). In this phase, the researchers also used semi-structured interviews for qualitative data collection to gradually explore the respondents’ perspectives and clinical meanings regarding how the competency certification material and experiences influenced their multicultural teaching skills, or vice versa.

At this stage, the researcher posed a series of interview questions to respondents to explore in depth the reasons behind the quantitative findings that there were significant differences in multicultural teaching skill indicators between teachers with competency certification and those without (see Table 2). Respondents’ responses were analyzed using triangulation techniques across respondents to identify thematic patterns based on the variations in experiences, perspectives, and practices they expressed. Prior to the interviews, the researcher openly explained the purpose of the study and any potential concerns the informants might have. This was done to ensure informed, voluntary participation and full responsibility for the information provided, while ensuring the protection of respondents’ rights from any form of risk or loss.

Qualitative data were analyzed thematically, referring to the stages recommended by Lester et al. (2020). First, researchers prepare and organize the data for analysis, where they collect, organize, and label data from interviews, observations, or documents so they are ready for analysis. Second, transcribing the data, which converts audio or video data into verbatim written text. It is crucial for easier reading and analysis of all information. Third, becoming familiar with the data involves repeatedly reading the transcripts to understand the context and begin to recognize patterns or important issues emerging from the data. Fourth, memoing the data, which involves recording the researcher’s thoughts, initial impressions, and reflections while reading the data. These memos help guide the analysis and develop themes later. Fifth, coding the data, which involves labeling meaningful sections of the data. These codes serve to organize the data into smaller, more focused units. The final stage involves moving from codes to categories and categories to themes. Similar codes are combined into categories, then developed into main themes that reflect the deeper meaning of the overall data.

Last, this design phase integrates the quantitative and qualitative results, interpreting and explaining both study findings to complement each other. This integration can reveal the formation of new themes that explain the factors causing these significant differences, which can be used as more applicable and contextual policy recommendations to support multicultural teaching skills in various teacher competency improvement training programs.

The results of a gender-based descriptive analysis of the 16 Multicultural Teaching Competency items indicate that, for the multicultural teaching skills indicator, male teachers generally demonstrated slightly higher average scores for multicultural teaching skills than female teachers. Furthermore, for the multicultural teaching knowledge indicator, for the knowledge dimension, female teachers had slightly higher average scores than male teachers. They demonstrated a good understanding of various forms of diversity (statement 15), but the lowest score was in knowledge of multicultural teaching theory (statement 11).

Meanwhile, descriptive analysis based on teacher competency status shows that certified teachers have higher average scores on multicultural teaching skills indicators than non-certified teachers in almost all aspects of multicultural teaching skills. It indicates that competency certification has a positive impact on teachers’ ability to implement multicultural strategies in the classroom. Furthermore, in the multicultural teaching knowledge indicator, the difference in scores between certified and non-certified teachers in the knowledge aspect is not too significant. However, certified teachers continue to show consistent superiority, especially in understanding forms of cultural diversity. The highest score for both groups appears on statement 15, while the lowest is on statement 11, indicating the need for strengthening the theoretical aspect (see Table 3).

Continuing with the independent samples t-test analysis (gender-based). For the multicultural teaching skill indicator, the p-values of 0.126 (one-sided) and 0.252 (two-sided) indicate that the difference in skills between genders is not significant. Similarly, for the multicultural teaching knowledge indicator, the p-values obtained (0.319 and 0.638) were also far above the 0.05 significance limit, indicating that there were no differences in multicultural knowledge based on gender. For the total competency score, the p-values of 0.276 (one-sided) and 0.553 (two-sided) again indicated no significant differences (see Table 4). Overall, these results indicate that gender is not a factor that influences teachers’ multicultural teaching competency, either in terms of skills, knowledge, or overall competency.

The following analysis results of multicultural teaching competency based on teacher competency certification. First, the analysis results show that in the multicultural teaching skill indicator, the p-value is 0.025 (one-sided) and 0.050 (two-sided), which is at or below the 0.05 significance limit. It indicates a significant difference between uncertified and certified teachers, where certified teachers have higher multicultural teaching skills. The second analysis results, in the multicultural teaching knowledge indicator, the p-values (0.385 and 0.771) are well above 0.05, indicating no significant difference in multicultural knowledge between teacher groups. Third analysis, for the total score of multicultural teaching competency, the p-value (0.071 and 0.142) is also not significant, although there is a tendency for a difference (see Table 5).

This qualitative study aims to explore the main reasons for the significant differences in multicultural teaching skills (indicator 1) between certified and non-certified teachers. Certified teachers possess in-depth multicultural teaching skills, enabling them to plan inclusive and culturally responsive learning. They actively integrate minority cultures into core teaching materials, demonstrate empathy, and critically reflect on teaching practices. Furthermore, certified teachers build collaborations with local communities, utilize resources to support diverse learning, and create equitable and supportive learning environments for all students.

Depth of conceptual understanding of multiculturalism

Teachers with competency certification can systematically integrate the values of inclusivity, cultural representation, and diverse perspectives into their learning. They recognize that multicultural education is not simply about introducing various cultures but also about creating an equitable, safe, and supportive learning environment for all students, regardless of background. They implement culturally responsive pedagogy by adapting teaching approaches based on students’ identities and experiences. These teachers are able to recognize differences in learning styles, communication patterns, and values held by minority students, and adapt strategies to ensure all students feel valued and empowered. The use of representative teaching materials and the facilitation of discussions that support tolerance are their characteristics, as stated in the following reference code.

Teacher competency certification has been shown to significantly contribute to broadening teachers’ theoretical insights into students’ multicultural education practices. Teachers who have undergone the certification process have a more structured understanding and awareness of the importance of managing diversity in education. Through training, material provision, and standardized evaluation, certification helps build a strong conceptual and practical foundation regarding the values of inclusivity, equity, and social justice. This understanding encompasses cultural representation in teaching materials, cross-cultural perspectives, and the application of culturally responsive pedagogy. Certified teachers not only recognize racial, ethnic, and cultural differences but are also able to respond reflectively and systematically through lesson planning, strategy selection, and inclusive social interactions. With certification, teachers are better equipped to become facilitators who are aware of multicultural values, creating welcoming learning spaces and supporting critical awareness of diversity and educational justice.

Planned multicultural teaching strategies

Certified teachers more frequently use planned, contextualized learning strategies tailored to students’ cultural backgrounds. They do not rely solely on general methods but also design learning that is relevant to the lived experiences of students, particularly those from minority groups. Learning planning is carried out carefully, taking into account multicultural values, such as inclusion, empathy, and diverse perspectives. Strategies typically involve cross-cultural discussions, projects based on local wisdom, and the use of media representing various ethnicities and cultures. This approach helps students feel emotionally and cognitively connected to the material being taught.

Competency certification strengthens teachers’ ability to design multicultural learning in a structured and systematic manner. Teachers no longer respond to diversity spontaneously or situationally, but can develop consistent and sustainable learning strategies. With the theoretical understanding gained through the certification process, teachers can integrate multicultural values into learning objectives, materials, methods, and evaluations. It enables the creation of an inclusive learning environment that is relevant to students’ cultural contexts and fosters a deeper and more sustainable appreciation of differences.

Integration of minority values and perspectives in the curriculum

Certified teachers more frequently use alternative and contextual teaching materials rich in cultural values. These include folktales from various regions, the history of minority groups, and true stories relevant to students’ lives. The use of these materials not only enriches learning but also helps students understand and appreciate cultural diversity more deeply. In this way, teachers can create authentic and meaningful learning experiences while fostering tolerance and empathy among students from different backgrounds. This approach demonstrates certified teachers’ awareness of implementing multicultural education effectively.

Certified teachers demonstrated greater preparedness in comprehensively integrating minority group perspectives into core teaching materials. They did not simply include minority cultural elements as supplementary or supplementary activities, but instead made them an integral part of the learning process. This approach ensured that cultural diversity became a consistent and integrated theme in the curriculum, enabling students to gain a deeper and more holistic understanding of cultural differences. Thus, certified teachers were able to create an inclusive learning environment and appreciate diversity tangibly and sustainably.

Empathy, tolerance, and reflective attitude

Both groups of teachers demonstrated empathy and goodwill in addressing diversity in the school environment. However, certified teachers tended to demonstrate a higher level of reflection and stronger contextual awareness. They were able to link the values of inclusivity to daily learning practices in a more purposeful manner. Certified teachers actively reviewed, evaluated, and developed their teaching approaches to become more inclusive and responsive to the needs of students from diverse backgrounds. It was reflected in the selection of diverse learning materials, participatory teaching methods, and activities that fostered empathy and appreciation for cultural differences.

Certification competencies appear to encourage teachers to critically and reflectively review their teaching practices, rather than simply performing routine “good deeds.” Certified teachers are better able to evaluate the effectiveness of their multicultural learning strategies, understand their students’ contexts in depth, and connect diversity values to clear learning objectives. Thus, competency certification not only reinforces good intentions but also enhances professional awareness and the quality of teaching in a more systematic and meaningful multicultural context.

Leveraging community and surrounding resources

In online classes, certified teachers actively leverage community resources by building strong relationships with community leaders and involving various local institutions in the learning process. They understand the importance of collaborating with the surrounding community to enrich teaching materials and provide authentic and contextual learning experiences for students. This approach not only strengthens students’ understanding of cultural diversity in online classes but also builds social networks that support inclusivity and respect for minority groups more tangibly and sustainably.

Therefore, it was concluded that certified teachers tend to have broader social networks and engagement with various communities, community leaders, and local institutions. This engagement strengthens their ability to teach effectively and contextually with a multicultural approach in online classes. Through these relationships, teachers can access diverse cultural resources, provide students with authentic experiences, and enrich teaching materials with local perspectives. Thus, these strong social networks are a crucial supporting factor in developing deeper and more integrated multicultural teaching skills.

The results of the study indicate that teacher competency certification significantly impacts technical skills in online multicultural teaching, but has no significant impact on conceptual knowledge or total competency scores. This finding is supported by qualitative data, which indicates that certified teachers tend to be able to design inclusive learning, integrate minority cultures, and demonstrate empathy and reflection. However, their conceptual understanding remains diverse, and collaboration with the community is uneven. Therefore, teacher professional development needs to focus on strengthening the substance of multiculturalism through a reflective and contextual approach, rather than being based on demographic characteristics.

Table 6 shows significant differences in OMTC between certified and uncertified teachers. Uncertified teachers tended to possess a more general, pragmatic, and technical understanding, with lesson planning that was ofter situational and unstructured. The integration of minority cultures was partial and not yet systemic, while empathy and reflection were more intuitive, lacking formal self-evaluation. Collaboration with the community was also limited. In contrast, certified teachers demonstrated a deeper understanding grounded in multicultural pedagogical theory. Their lesson planning was more systematic and contextually relevant, and their integration of minority cultures was more comprehensive. Additionally, certified teachers exhibited greater self-evaluation, more conscious empathy, and were more active in utilizing social networks and collaborating with the community.