This paper presents a systematic review exploring the preparation of pre-service teacher education students in early childhood to teach mindfulness, social awareness, and diversity in culturally responsive ways within the South African context. Recognizing the challenges posed by South Africa's multilingual, multicultural, and socioeconomically diverse educational settings, this review synthesizes current practices and theoretical approaches that support effective teacher training in these crucial areas.

The methodology involves a systematic examination of peer-reviewed articles, policy documents, and teacher education curricula that discuss or implement mindfulness and diversity training within early childhood education. The systematic review methodology employed in this study involves a structured search of databases and journals to gather literature on the preparation of early childhood educators in mindfulness and diversity within a South African context. Inclusion criteria include studies published in English from 2000 onwards that focus on teacher education, mindfulness, diversity, and cultural responsiveness. Exclusion criteria are studies not specific to early childhood or the South African context. This methodology ensures a comprehensive analysis of relevant literature, providing a robust foundation for the development of effective teacher education programs. Ethical considerations include ensuring the anonymity and confidentiality of individuals and institutions involved in the original studies. This review maintains a critical awareness of the biases and perspectives of the researchers, aiming to present a balanced view that respects the diverse cultural and linguistic contexts of South Africa.

This review identifies key themes and best practices, highlighting culturally responsive pedagogies that integrate mindfulness practices with an awareness of social and cultural diversity. The findings suggest that effective preparation includes developing teachers' own mindfulness and emotional intelligence, which enhances their ability to create inclusive learning environments that respect and celebrate diversity. Furthermore, the review underscores the importance of teaching strategies that are adaptable to different linguistic and cultural contexts, enabling teachers to meet the unique needs of each learner. Implications for curriculum development in teacher education programs are discussed, emphasizing the need for courses that not only teach about diversity and mindfulness but also model these practices through their teaching methods. This approach not only prepares teachers to foster a more empathetic and aware generation but also equips them with the skills to navigate and address the complexities of South Africa's dynamic educational landscape. The review concludes with recommendations for integrating these findings into existing teacher education programs, suggesting collaborative partnerships between educational institutions, local communities, and policymakers to ensure that the education is relevant, comprehensive, and transformative.

Keywords: Cultural Responsiveness, Diversity and Inclusion, Early Childhood Education, Mindfulness, Teacher Education.