The role of social media in promoting cultural diversity in classrooms

Challenges and limitations. A case study

Abstract

The objective of this study is to analyze the relevance that Colombian university teachers give to cultural diversity as a value and the role of social networks in its promotion. For this purpose, a methodology based on a survey of 271 teachers was used, analyzed by means of correlations and regression analysis. The results indicate that teachers widely value diversity, prioritizing respect and intercultural training, although there are differences by gender and age in other priorities such as cultural representation. Intercultural communication and inclusive language are less prioritized. A positive but weak relationship
was found between valuing diversity and responsible use of social networks for inclusion, with specific training and frequency of use being the most relevant predictors. It is highlighted that fake news about vulnerable groups drives discrimination. As conclusions, the urgency of addressing discriminatory fake news by integrating digital and intercultural competencies in teacher training is highlighted. Responsible digital use for inclusion requires more than just valuing diversity, requiring training and critical information literacy.