This qualitative inquiry into lived experiences of multiculturalism among students of English as a foreign language (EFL) is based on an ecological perspective by Bronfenbrenner, which incorporates a person-process-context model along with a development-in-context conception. Conducted through semi-structured interviews with 40 Iranian EFL learners, this research highlights the complexities of navigating cultural diversity in a context where local cultural values are deeply rooted. Participants reported a predominantly positive view of multiculturalism, emphasizing its role in enhancing intercultural competence, motivation, and language learning. However, they also articulated concerns regarding the challenges of multiculturalism, revealing a critical tension between embracing multicultural elements and the disturbance of the cultural ecosystem. This study introduces the concept of ‘transitional ecology’, reflecting how learners’ interactions with the ecosystem are shaped by their shifting positions within the ecosystem, reflecting the younger generation’s detachment from the macrosystem over the passage of time. The findings advocate an ‘eco-multiculturalism’ approach to language pedagogy, which values the transitional nature of learners’ perceptions of multiculturalism. Through eco-multiculturalism, this research contributes to the understanding of inclusive language education practices in foreign language classes, specifically in a context where English language policies are framed within a discourse of tolerance rather than one of embrace.
Moghaddam et al. (2026) studied this question.