In today’s increasingly diverse educational contexts, inclusion must be regarded as a fundamental pillar of both initial teacher preparation and ongoing professional development. Teachers need to be equipped to navigate the complexities of diversity in all its forms - cultural, linguistic, social, and religious - particularly in response to the global rise in migration [1]. While cultural heterogeneity is a prominent and visible aspect of this diversity, it is crucial to recognize that classrooms reflect a multifaceted landscape that demands nuanced pedagogical approaches [2].

Adopting a multicultural approach is therefore essential to fostering equity and inclusion in education [3]. Flexible and responsive education systems are better positioned to meet the varied needs of students and support inclusive practices [1]. As a result, teacher education programs worldwide need to increasingly focus on preparing future educators to teach in multicultural settings [4][5].

This comparative study examines the teacher education systems in Iran and Italy, with a specific focus on how they address multicultural education and inclusion in primary schools. In Iran, the educational landscape is marked by a rich mosaic of cultural and religious identities, and teacher preparation programs emphasize inclusive strategies that promote respect and dialogue across differences. In Italy, the growing number of students from diverse migrant backgrounds highlights the urgency of equipping teachers with intercultural competencies and inclusive pedagogical tools.

By analyzing the curricula and approaches of teacher education programs in both countries, this study identifies key similarities and differences in how multiculturalism and inclusion are conceptualized and implemented. The findings offer valuable insights for policymakers, teacher educators, and other stakeholders seeking to enhance teacher preparation for diverse classrooms.

Ultimately, this presentation argues for the integration of multicultural education as a core component of teacher education curricula. Such integration is vital to promoting inclusive, equitable, and high-quality education both in Iran and Italy, and in similarly diverse contexts around the world.

References:
[1] OECD. (2023).OECD Education and Skills. Today Equity and Inclusion in Education: finding strength through diversity. https://oecdedutoday.com/equity-and-inclusion-in-education/
[2] Liddicoat, A. J. (2021). Teacher education for diversity: afterward. Language and Education, 36(2), 188–194. https://doi.org/10.1080/09500782.2021.1981929
[3] Rogahang, S.S.N.,Paramansyah, A., Rachmawati, B., Iqbal, M.,& Judijanto, L. (2023). Inclusive Education Practices: Fostering Diversity and Equity in the Classroom. Global International Journal of Innovative Research.260-266
[4] Chauhan, V. (2023). Cross-cultural competence in teacher education: a curriculum evaluation.96(34):47-56https://www.researchgate.net/publication/376556580_cross-cultural_competence_in_teacher_education_a_curriculum_evaluation
[5] Anugrah, D.S., Supriadi, U. & Anwar, S. (2024). Multicultural education: Literature review of multicultural based teacher education curriculum reform. The Eurasia Proceedings of Educational and Social Sciences (EPESS), 39, 93-101..DOI: https://doi.org/10.55549/epess.875.https://epess.net/index.php/epess/article/view/875

Keywords: Teacher Education, Multiculturalism, Multicultural Classroom, intercultural competencies, culturally responsive teaching, Inclusion, Iran, Italy.