Akademik Veri Yönetim Sistemi
Journal of Early Childhood Teacher Education, 2026 (ESCI, Scopus)
As early childhood classrooms become more diverse, equipping teachers with the skills to foster culturally inclusive and responsive environments is becoming more essential. This study investigates the perspectives of Generation Z pre-service early childhood education (ECE) teachers in Türkiye regarding culturally responsive pedagogy. Using qualitative analysis of 15 student-created short movie scenarios, the research explores how these future ECE teachers address the challenges and opportunities of teaching in multicultural classrooms shaped by migration, globalization, and diverse cultural influences. Key findings highlight the creative strategies employed by Gen Z teachers to foster inclusivity, such as leveraging non-verbal communication, peer support, and culturally relevant activities. Notably, the scenarios emphasize Asian cultural elements over Middle Eastern ones, reflecting the pervasive influence of globalized media on Turkish youth. The study also sheds light on emerging attitudes toward family diversity and gender roles, with narratives depicting inclusive approaches to non-traditional family structures and biases. Their approaches to participants in culturally responsive pedagogy reveal both significant strengths and areas for growth. By integrating these insights into teacher education programs, institutions can better prepare future educators to address the complexities of diverse classrooms, leveraging Gen Z’s adaptability and cultural awareness to create inclusive and dynamic learning environments.