Introduction and aim: Cultural differences have significant impacts on classroom behaviours and communication in
teaching. The aim of this study is to explore social and healthcare educators’ cultural competence in transcultural
education.
Methodology: Data was collected from semi-structured focus group interviews at universities of applied sciences and
vocational colleges. Inductive content analysis was used in the analysis process.
Results: Educators’ cultural competence in transcultural education emerges as generic categories: transcultural
education, educatorship and ethical attitudes, and underpins by the sub-categories: language and linguistics, different
learning styles, integrating multicultural students, cultural knowledge and sensitivity, collaborating and cooperating,
self-awareness and openness, and respecting and caring.
Conclusion: Cultural competence represents a core competence for social-and health care educators. Educators need
to know students’ background, master different learning styles, be flexible in their pedagogical approaches and have
an open and ethical attitude.