THE ROLE OF TURKISH EDUCATIONAL CULTURE IN DEVELOPING INTERCULTURAL COMPETENCE

Аннотация

With therecent migration worldwide, different cultures have begunto livetogether. This situation has led to the emergence of various concepts such as multiculturalism, interculturalism, and sensitivity to cultural values. When these concepts are examined, it is revealed that there are some similarities and differences between them. The purpose of this study is to examine the concepts of multiculturalism, interculturalism, and sensitivity to cultural values ​ ​ and to reveal the similarities and differences between them by addressing these concepts from an educational perspective. The conceptual scanning model was used in the research. When the concepts were examined in terms of Turkish educational culture, it was observed that many people prefer to live in harmony with the local culture rather than concentrating in a certain region. Therefore, there is intercultural interaction. When viewed from this perspective, it can be said that the concepts of multiculturalism and interculturalism are more appropriate than the concepts of culturalism. In order for students studying in Turkey, which has very different cultures, to be equipped with high-level skills, to have universal values, to understand and respect differences, educational policies that are sensitive to cultural values ​ ​ should be developed and implemented. As a result, when multicultural structures are considered together, it can be said that there is a need for education that is sensitive to cultural values ​ ​ in terms of combating inequality, discrimination, alienation, social integration and creatingintegration awareness instudents. Key words:Multiculturalism, Interculturalism, Sensitivity to Cultural Values, Education, Difference, time. The recent emergence of migrations has resulted in communities with different cultural structures living together. While these new communities interacted with local communities in some places, they remained distant in other places and preserved their own cultures. Various changes have occurred in communities with this transition from locality to universality. Different concepts have emerged to express this diversity along with the cultural diversity that has emerged. Concepts such as multiculturalism, interculturality, and being sensitive to cultural values ​ ​ are among the most commonly used concepts. When the literature is examined, it is seen that different definitions have been made regarding these concepts. However, similarities between the concepts are also striking. While some discussions argue that these two concepts actually cover each other (Nieto, 2006), some argue that they are completely different (Holm and Zilliacus, 2009). The first difference that emerges in the use of the two concepts is in their page357 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai geographical use. For example, while the concept of intercultural is used in Europe, the concept of multicultural is used in America, Australia and Asia (Hill, 2007). Even the use of concepts varies in European countries, while Sweden and the Netherlands prefer cultural services, England prefers multicultural applications in terms of finance (Holm and Zilliacus, 2009). The most concepts are in the field of education at the beginning of the production sector. The reason forthis is how theeducation process should be in the new cultural structure that has emerged. A separate discussion can be presented about which concept should be used to express the education of differences in this new process. Cultural differences that emerge in the society have values ​ ​ that are shaped by the meaning attributed to differences in the external inclusion of education. For this reason, the concepts of multicultural education, intercultural education and education sensitive to cultural values ​ ​ should be analyzed, the diversity and differences of these concepts should be revealed and importance should be given to the perspective of cultural integration in education. Culture was first used as a root in relation to agriculture (Mejuyev, 1987, p.22; Akt. Oğuz, 2011). Culture change entered English in the 15th century and was used in themeanings offarming and observation of natural growth. The word culture has also included human development since the 16th century. Since the 19th century, culture has been defined as all intellectual, artistic, technical, philosophical productions and assets that constitute the unity of thought and value of a human community (Özlem, 2000; Cited: Oğuz, 2011). Today, culture is generally defined as a set of assumptions and values ​ ​ shared by a group of people, affecting but not determining the behaviors and interpretations of each person in the group. (Spencer-Oatey, 2008). Culture has been defined by UNESCO as “a whole consisting of the combination of distinct material, spiritual, men