Aim. This study aims to investigate students' perceptions of democratic education principles within a multicultural framework and identify mechanisms for balancing cultural recognition with preventing discrimination and inequality in higher education. Methods. The study gathered responses to 11 questions using a survey distributed via the QuestionPro tool from 334 students. Data analysis included descriptive statistics, Cronbach’s alpha for reliability, Spearman rank correlation, and the Mann-Whitney U test for group comparisons. The survey focused on four categories: curriculum and teaching competence, institutional attitudes and inclusiveness, student knowledge and perspectives, and student participation in governance. Results. The findings reveal that while students generally perceive institutional attitudes and inclusiveness positively, there are significant gaps in curriculum integration and opportunities for participation in governance. Multicultural education was moderately rated for fostering inclusivity and addressing diversity. Challenges include limited representation of minority groups and insufficient preparation of educators to handle multicultural dynamics. Conclusions. The study highlights the need for higher education institutions to implement curricular reforms that embed multicultural and democratic education themes. Improved governance structures and faculty development programs are crucial for fostering inclusivity, democratic engagement, and cross-cultural understanding.
Spridzāne et al. (Tue,) studied this question.
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