The aim of this study was to examine the relationship between intercultural sensitivity and attitudes toward children’s rights among primary school teacher candidates. In contemporary education systems shaped by globalization, migration, and increasing cultural diversity, teachers are expected to demonstrate both cultural competence and a strong commitment to children’s rights. Intercultural sensitivity plays a crucial role in creating inclusive classroom environments, while positive attitudes toward children’s rights contribute to the protection of students’ well-being and participation. Therefore, investigating the relationship between these two constructs is essential for strengthening teacher education programs.
The study was designed using a quantitative research approach. The sample consisted of 419 primary school teacher candidates studying at a faculty of education. Data were collected through the Intercultural Sensitivity Scale and the Attitude Scale for Children’s Rights. In order to ensure comprehensive analysis, both parametric and non-parametric statistical tests were applied. Gender-based comparisons were conducted, and correlation analysis was used to determine the relationship between intercultural sensitivity and attitudes toward children’s rights.
The findings indicated that intercultural sensitivity levels did not differ significantly according to gender. However, attitudes toward children’s rights showed a statistically significant difference in favor of female candidates. Furthermore, the results revealed a positive, moderate, and statistically significant relationship between intercultural sensitivity and attitudes toward children’s rights, suggesting that higher levels of cultural sensitivity are associated with stronger support for children’s rights principles.
Based on these findings, recommendations were developed to enhance teacher education curricula by incorporating intercultural communication training, rights-based education modules, and experiential learning opportunities. Strengthening these areas may contribute to preparing future teachers who are both culturally responsive and committed to upholding children’s rights in diverse educational contexts.