Intercultural sensitivity in secondary school students: A perspective from sociodemographic variables

Intercultural sensitivity is a pivotal component of intercultural literacies that support equitable and inclusive educational environments. This study examined intercultural sensitivity among secondary school students in Imbabura Province (Ecuador) through four sociodemographic variables: gender, residential area, educational level, and ethnic self-identification. The 2023 edition of the Intercultural Sensitivity Scale (ISS) was employed, measuring five dimensions: Interaction Engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. A non-experimental, cross-sectional design was applied. Statistical analyses revealed significant differences (p < .05) by gender, area of residence, and school level (Mann–Whitney U), and across ethnic self-identification (Kruskal–Wallis test). Similar patterns, though varied in significance, were observed across ISS dimensions. Findings indicate that structural factors related to gender, territory, and ethnicity influence students’ levels of intercultural sensitivity. The study highlights the need for early identification of groups at risk of lower intercultural engagement and provides evidence to support policies aimed at strengthening equity-oriented intercultural education in secondary schools.