Safe-Space Messages and Psychological Safety: Enhancing Intercultural Competencies in Multicultural Higher Education Classrooms
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Abstract
This research investigated the impact of safe-space messages on psychological safety, student engagement, and intercultural competence in multicultural higher education classrooms. Specifically, it aimed to (1) examine how safe-space messages could be systematically integrated into pedagogical practices to enhance students’ psychological safety, inclusiveness, and intercultural engagement, and (2) compare the effectiveness of safe-space framing versus traditional trigger warnings in promoting trust, engagement, and perceptions of instructional quality. A mixed-methods design was employed, involving 120 undergraduate students and 10 instructors from Thai–international joint programs during the 2024 academic year. Quantitative data were collected through psychological safety scales, intercultural competence self-assessments, and engagement surveys, while qualitative insights were obtained via semi-structured interviews and focus groups. The findings indicated that safe-space messages significantly enhanced psychological safety (M = 4.32, SD = 0.47), trust in instructors, and perceptions of instructional quality compared with trigger warnings. Intercultural competence emerged as a moderating factor, amplifying students’ ability to navigate cultural differences, interpret classroom interactions effectively, and engage collaboratively with peers. Engagement was found to mediate the relationship between psychological safety and learning outcomes, particularly in reflective dialogue, critical thinking, and peer collaboration. Qualitative analyses revealed that students experienced a greater sense of belonging, confidence in expressing diverse viewpoints, and trust in instructors when safe-space messages were consistently applied, while instructors reported smoother classroom interactions and reduced misunderstandings in multicultural contexts. Overall, this study contributed to both theory and practice by proposing a conceptual model illustrating how safe-space messages—reinforced by intercultural competence—functioned as a systematic pedagogical tool to foster psychological safety, engagement, and collaborative learning in culturally diverse classrooms. The results suggested that higher education instructors could deliberately adopt safe-space pedagogy to create inclusive, equitable, and psychologically secure learning environments, thereby enhancing both cognitive and socio-emotional outcomes across multicultural educational settings.
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References
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