Abstract

Conclusion. The study highlights the potential of combining collaborative professional learning models with psychological empowerment to foster inclusive teaching practices. Limitations include the single urban context and reliance on self-reported teacher competencies, which may limit generalizability. Future research should extend to rural and cross-cultural settings with longitudinal follow-up. In practice, embedding PsyCap development within professional learning communities can support equity-driven instruction and inform teacher-training policies that advance inclusion in diverse classrooms worldwide.

Keywords: Cultural diversity; Inclusive classrooms; Teacher competency; Learning communities; Psychological capital

Aalto, S., Kankaanpää, R., Peltonen, K., Derluyn, I., Szelei, N., Verelst, A., De Haene, L., de Smet, S., Spaas, C., Jervelund, S. S., Skovdal, M., Andersen, A. J., Hilden, P. K., Opaas, M., Durbeej, N., Osman, F., Sarkadi, A., Soye, E., & Vänskä, M. (2024). The effect of teacher multicultural attitudes on self-efficacy and well-being at work. Social Psychology of Education, 27, 2527–2557. https://doi.org/10.1007/s11218-024-09886-3

Abuhassna, H., & Alnawajha, S. (2023). Instructional design made easy! Instructional design models, categories, frameworks, educational context, and recommendations for future work. European Journal of Investigation in Health, Psychology and Education, 13(4), 715–735. https://doi.org/10.3390/ejihpe13040054

Agarwal-Rangnath, R. (2013). Social studies, literature, and social justice in the Common Core classroom: A guide for teachers. Teachers College Press.

Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. The American Psychologist, 73(1), 3–25. https://doi.org/10.1037/amp0000191

Arphattananon, T. (2022). Education of migrant children from Myanmar in Thai government schools. Manusya: Journal of Humanities, 24(3), 409–425. https://doi.org/10.1163/26659077-24030008

Arruzza, E., & Chau, M. (2021). The effectiveness of cultural competence education in enhancing knowledge acquisition, performance, attitudes, and student satisfaction among undergraduate health science students: A scoping review. Journal of Educational Evaluation for Health Professions, 18, 3. https://doi.org/10.3352/jeehp.2021.18.3

Banks, J. A. (2019). Multicultural education: Characteristics and goals. In J. A. Banks, & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (10th ed., pp. 3–24). John Wiley & Sons.

Brown, M., Altrichter, H., Shiyan, I., Rodríguez Conde, M. J., McNamara, G., Herzog-Punzenberger, B., Vorobyeva, I., Vangrando, V., Gardezi, S., O’Hara, J., Postlbauer, A., Milyaeva, D., Sergeevna, N., Fulterer, S., García, A. G., & Sánchez, L. (2022). Challenges and opportunities for culturally responsive leadership in schools: Evidence from four European countries. Policy Futures in Education, 20(5), 580–607. https://doi.org/10.1177/14782103211040909

Bhula-or, R. (2021). Migration and sustainable development in Thailand. Asian Education and Development Studies, 10(1), 83–94. https://doi.org/10.1108/AEDS-02-2019-0036

Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A primer. Frontiers in Public Health, 6, 149. https://doi.org/10.3389/fpubh.2018.00149

Boysen, G. A., Richmond, A. S., & Gurung, R. A. R. (2015). Model teaching criteria for psychology: Initial documentation of teachers’ self-reported competency. Scholarship of Teaching and Learning in Psychology, 1(1), 48–59. https://doi.org/10.1037/stl0000023

Chahar Mahali, S., Sevigny, P. R., & Beshai, S. (2024). Multicultural efficacy beliefs in higher education: Examining university instructors’ burnout and mental well-being. Psychological Reports. https://doi.org/10.1177/00332941241253599

Christensen, A. A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes. A cross-national analysis. Teaching and Teacher Education, 156, 104920. https://doi.org/10.1016/j.tate.2024.104920

Daspit, J. J., Mims, T. C., & Zavattaro, S. M. (2015). The role of positive psychological states in online learning: Integrating psychological capital into the community of inquiry framework. Journal of Management Education, 39(5), 626–649. https://doi.org/10.1177/1052562914564980

Dehghani, E., Rezvani, E., & Hadian, B. (2025). Collaborative inquiry in EFL teachers’ professional development and its perceived benefits and challenges. Language Teaching Research Quarterly, 47, 73–92. https://doi.org/10.32038/ltrq.2025.47.05

Dubbeld, A., de Hoog, N., den Brok, P., & de Laat, M. (2019). Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout. Intercultural Education, 30(6), 599–617. https://doi.org/10.1080/14675986.2018.1538042

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree.

Emiru, E. K., & Gedifew, M. T. (2024). The effect of teacher self-efficacy on learning engagement of secondary school students. Cogent Education, 11(1), 2308432. https://doi.org/10.1080/2331186X.2024.2308432

García-Carrión, R., Cuxart, M. P., Alvarez, P., & Flecha, A. (2020). Teacher induction in schools as learning communities: Successful pathways to teachers’ professional development in a diverse school serving students living in poverty. Sustainability, 12(17), 7146. https://doi.org/10.3390/su12177146

Ghamrawi, N., Abu-Shawish, R. K., Shal, T., & Ghamrawi, N. A. R. (2024). Teacher leadership in higher education: Why not? Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2366679

Glock, S., Kleen, H., & Morgenroth, S. (2019). Stress among teachers: Exploring the role of cultural diversity in schools. The Journal of Experimental Education, 87(4), 696–713. https://doi.org/10.1080/00220973.2019.1574700

Hogan, J. A., Montalbano, C., Coviello, J., McQueston, J., Kirby, M., Koo, B. J., Nissley-Tsiopinis, J., Jutcovich, S., & Lang, J. (2025). Developing inclusive educators: Analyzing the effectiveness of a short-term technical assistance model for best practices. Education Sciences, 15(5), 578. https://doi.org/10.3390/educsci15050578

Huang, X., & Wang, C. (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and Teacher Education, 103, 103363. https://doi.org/10.1016/j.tate.2021.103363

Karataş, K., & Oral, B. (2015). Teachers’ perceptions on culturally responsiveness in education. Journal of Ethnic and Cultural Studies, 2(2), 47–57. https://doi.org/10.29333/ejecs/39

Khor, E. T., & Mutthulakshmi, K. (2024). A systematic review of the role of learning analytics in supporting personalized learning. Educational Sciences, 14(1), 51. https://doi.org/10.3390/educsci14010051

Kim, H., Adams, S. K., Zeltzer, R., & Beatty, A. (2024). Multicultural attitudes among early childhood teachers: Characteristics, sense of teacher efficacy, and efficacy to implement inclusive practices. Journal of Early Childhood Teacher Education, 45(4), 557–578. https://doi.org/10.1080/10901027.2397352

Kougioumtzis, K., & Patriksson, G. (2009). School-based teacher collaboration in Sweden and Greece: Formal cooperation, deprivatized practices and personalized interaction in primary and lower secondary schools. Teachers and Teaching, 15(1), 131–154. https://doi.org/10.1080/13540600802661352

Liu, D., & Du, R. (2024). Psychological capital, mindfulness, and teacher burnout: Insights from Chinese EFL educators through structural equation modeling. Frontiers in Psychology, 15, 1351912. https://doi.org/10.3389/fpsyg.2024.1351912

Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x

McTigue, E. M., Gourvennec, A. F., Solheim, O. J., & Jensen, M. T. (2023). Co-teaching implementation: How do school leaders support teachers? Education Sciences, 13(12), 1197. https://doi.org/10.3390/educsci13121197

Mendoza, M., & Heymann, J. (2024). Implementation of inclusive education: A systematic review of studies of inclusive education interventions in low- and lower-middle-income countries. International Journal of Disability, Development and Education, 71(3), 299–316. https://doi.org/10.1080/1034912X.2022.2095359

Moreno-Medrano, L. M. (2024). Schools as learning communities: Critical interculturality and inclusion in action. In S. Romero-Contreras, I. Garcìa-Cedillo, & L. M. Moreno-Medrano (Eds.), Intercultural and inclusive education in Latin America (International perspectives on inclusive education, Vol. 24, pp. 215–226). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620240000024014

Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal of Black Studies, 42(8), 1252–1274. https://doi.org/10.1177/0021934711408901

OpenAI. (2024). ChatGPT (April 2024 version) [Large language model]. https://chat.openai.com/

Oswal, N., Al-Kilani, M. H., Faisal, R., & Fteiha, M. (2025). A systematic review of inclusive education strategies for students of determination in higher education institutions: Current challenges and future directions. Education Sciences, 15(5), 518. https://doi.org/10.3390/educsci15050518

Peungcharoenkun, T., & Waluyo, B. (2024). Understanding migrant school-aged children’s education in public schools Thailand: Teachers’ perspectives and classroom narratives. SAGE Open, 14(2). https://doi.org/10.1177/21582440241245379

Phusavat, K., Kanchana, R., Kusumastuti, A., Lesjak, D., & Majava, J. (2025). Impacts of external constructive feedback on the learning environment: A longitudinal study at urban schools in Bangkok, Thailand. The Urban Review, 57, 474–492. https://doi.org/10.1007/s11256-025-00729-9

Riedel, A. S., Beatson, A. T., & Gottlieb, U. (2023). Inclusivity and diversity: A systematic review of strategies employed in the higher education marketing discipline. Journal of Marketing Education, 45(2), 123–140. https://doi.org/10.1177/02734753231159010

Rovinelli, R. J., & Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Dutch Journal of Educational Research, 2, 49-60.

Sato, M. (2019). Spread and progress of school as learning community in Asia. In A. Tsukui & M. Murase (Eds.), Lesson study and schools as learning communities (pp. 3-13). Routledge. https://doi.org/10.4324/9781315690322-1

Schachner, M. K., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology, 65, 101971. https://doi.org/10.1016/j.cedpsych.2021.101971

Semião, D., Mogarro, M. J., Pinto, F. B., Martins, M. J. D., Santos, N., Sousa, O., Marchão, A., Freire, I. P., Lord, L., & Tinoca, L. (2023). Teachers’ perspectives on students’ cultural diversity: A systematic literature review. Education Sciences, 13(12), 1215. https://doi.org/10.3390/educsci13121215

Shi, Y. R., & Sin, K. F. K. (2024). Exploring the effects of web-based psychological capitals training on teachers’ PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education. PLoS One, 19(9), e0306453. https://doi.org/10.1371/journal.pone.0306453

Srisawad, P., & Ounvichit, T. (2016). Innovating a constructivist learning model to instill cultural diversity respect into youths in a Thai tourism community. Kasetsart Journal of Social Sciences, 37(2), 88–92. https://doi.org/10.1016/j.kjss.2015.06.001

Suavansri, P., Pichayayothin, N., Espinosa, P. R., Areekit, P., Nilchantuk, C., Jones, T. S., French, J. J., Mam, E., Moore, J. B., & Heaney, C. A. (2022). Well-being in Thailand: A culturally driven grounded inquiry exploration of a complex construct. Applied Research Quality Life, 17, 3327–3347. https://doi.org/10.1007/s11482-022-10067-7

Thi Ha, K., & Rodrigo, R. (2024). Resilient teaching in the northeast of Thailand—Emotional dynamics and performance in private education. Humanities, Arts and Social Sciences Studies, 24(3), 726–740. https://doi.org/10.69598/hasss.24.3.271955

Tobin, B., Farren, M., & Crotty, Y. (2024). Impacting teaching and learning through collaborative reflective practice. Educational Action Research, 1–21. https://doi.org/10.1080/09650792.2024.2394933

United Nations Network on Migration in Thailand. (2024). Thailand Migration Report 2024. United Nations Network on Migration in Thailand.

Veepion, S., Sauphayana, S., & Ployduangrat, J. (2025). Transforming Thai university demonstration schools into learning communities: A user experience and design-based research approach. Journal of Ecohumanism, 4(1), 4038–4048. https://doi.org/10.62754/joe.v4i1.6277

Wong, J. L. N. (2025). Teachers’ perceptions of what knowledge they need to foster their multicultural competence: what are the implications for in-service teacher education programmes? Teachers and Teaching. https://doi.org/10.1080/13540602.2025.2466546

Zhang, J., Li, Y., Zeng, Y., & Lu, J. (2024). Exploring the mediating role of teacher identity between professional learning community and teacher resilience: Evidence from Eastern China. Humanities and Social Sciences Communications, 11, 1290. https://doi.org/10.1057/s41599-024-03800-0

Zhao, X., & You, X. (2021). The impact of psychological capital on vocational well-being: The mediation effect of emotional labor and its invariance across ethnicities. Current Psychology, 40, 102–112. https://doi.org/10.1007/s12144-019-00287-w

Zhou, S., Slemp, G. R., & Vella-Brodick, D. A. (2024). Factor associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, 63. https://doi.org/10.1007/s10648-024-09886-x

Zhou, X., & Zheng, S. (2022). Psychological capital relates with teacher enjoyment: The mediating role of reappraisal. Frontiers in Psychology, 13, 879312. https://doi.org/10.3389/fpsyg.2022.879312

Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 62(2), 162–180. https://doi.org/10.1080/00131881.2020.1755605