Intercultural sensitivity has become a pivotal competence in teacher education, particularly in urban and culturally diverse contexts. This study examines how emotional intelligence, prosocial behavior, and social dominance orientation jointly shape intercultural sensitivity among 629 prospective secondary teachers in Madrid, Spain. Using a cross-sectional survey design, participants completed standardized measures of intercultural sensitivity, emotional intelligence, prosociality, and social dominance orientation. Results showed that teacher trainees in the final stage of their program reported higher levels of intercultural sensitivity—especially in interaction confidence, respect for cultural differences, and engagement—than those at the beginning. Additionally, participants born outside Madrid demonstrated greater openness and respect in intercultural encounters compared to their local counterparts. Emotional intelligence correlated positively with all dimensions of intercultural sensitivity, underscoring the importance of emotion regulation and clarity for fostering positive interactions in diverse classrooms. Prosocial behaviour predicted higher intercultural engagement and confidence, whereas social dominance orientation negatively impacted all three dimensions of intercultural sensitivity. These findings contribute to the growing body of research on socio-emotional factors in education, highlighting how emotional competencies, prosocial dispositions, and hierarchical attitudes can influence future teachers’ readiness to engage with diversity. The study offers practical implications for designing teacher training programs that promote emotional intelligence and prosociality while addressing social dominance tendencies, ultimately aiming to cultivate more inclusive and equitable educational environments.
Yepes et al. (Fri,) studied this question.