The Role of Cultural Intelligence and Metacognition in Fostering Inclusive Education among Pre-Service Teachers
Abstract
This study investigated the structural relationship between Cultural Intelligence (CQ), metacognition, and readiness for inclusive education among pre-service teachers. Utilizing a descriptive-correlation quantitative research design, data were collected from a sample of 100 final-year teacher-trainees (N=100) who had completed at least one semester of practical teaching internship. Data collection was executed using standardized electronic instruments, including the Cultural Intelligence Scale (CQS), the Metacognitive Awareness Inventory (MAI), and the Inclusive Education Readiness Scale (IERS). The data were analyzed using descriptive statistics, Pearson Correlation Coefficient, and Multiple Linear Regression Analysis via SPSS. The empirical findings revealed a significant positive correlation between a pre-service teachers’ CQ and their self-efficacy in inclusive settings, supporting (H1). Furthermore, linear regression analysis confirmed that metacognitive awareness is a potent and statistically significant predictor of a teacher's behavioral ability to adapt instructional strategies for diverse learners, supporting (H2). Crucially, multiple regression models demonstrated that the joint integration of CQ and metacognitive awareness explains a substantial percentage of variance in overall inclusive education readiness (H3) The study concludes that metacognition acts as a critical cognitive catalyst; while CQ provides the necessary cross-cultural knowledge, metacognitive monitoring allows future educators to actively dismantle implicit biases and dynamically operationalize their teaching methods in real time. Based on these findings, it is recommended that teacher-education programs pivot away from purely theoretical models of inclusion. Instead, institutions must intentionally embed reflective practicums, mandatory cultural journaling, and simulated cross-cultural case studies into the core curriculum to cultivate highly adaptive, culturally intelligent, and inclusive future educators.