Addressing Linguistic and Cultural Heterogeneity in Chemistry Classrooms: Findings from the In-service Teacher Training Program

Abstract

One of the challenges in teaching science in Bosnia and Herzegovina is its plurality of languages and cultural diversity. This study reports findings from an in-service professional development program for chemistry teachers addressing intercultural competency in the chemistry classroom. Participating teachers from three cantons engaged in workshops, group work, and laboratory exercises with modern equipment and ICT-enhanced instruction tailored for diverse learners. Results indicated teacher recognition of student differences and willingness to adapt teaching materials, while expressing a need for continued university collaboration and support.