Intercultural Pedagogy: Inclusive Education Perspectives of Non-Muslim Educators in the Islamic Kindergarten Classroom

This study explored how non-Muslim educators in Islamic kindergarten classrooms applied intercultural pedagogy to create inclusive learning environments in the Municipality of Maasim, Sarangani Province, for the school year 2024-2025. A qualitative research design was employed, utilizing narratology as the primary analytical technique. Additionally, purposive sampling was used to select the participants in this study. The participants in the study consisted of 5 non-Muslim educators teaching in Islamic kindergarten classrooms within the Maasim municipality. The findings revealed four key themes regarding the participants' experiences: cultural respect and inclusion, pedagogical flexibility and adaptation, creating a safe learning environment, and empathy and understanding across cultures. As to the identified challenges, the themes were: challenges in integrating Islamic values in classroom practice, complexities in Islamic culturally responsive teaching, constraints in inclusive classroom communication, and struggles in professional acceptance and support. Additionally, coping strategies that emerged were: flexibility in teaching approaches, seeking resources and professional development, and handling uncertainty about cultural or religious norms. Furthermore, as to their insights, the themes formulated were: respecting cultural and religious differences, building relationships with students and families, flexibility and adaptability in teaching, and the role of intercultural pedagogy in fostering inclusivity.