Bridging Cultural Gaps: A Study of Cultural Intelligence in the Formation of Teacher Identity in Hyderabad

This study scrutinizes the intricate challenges encountered by faculty members from diverse Indian states in engineering colleges in Hyderabad, with a specific focus on Cultural Intelligence (CQ) as perceived by teachers. While CQ is conventionally esteemed for fostering multicultural adaptability, the research reveals its underutilization and the ensuing challenges in teaching adaptability. Data, which is collected from 50 faculty members via focus group discussions, indicate that administrative involvement is pivotal but often lacking, thereby exacerbating the difficulties in leveraging CQ effectively. Moreover, the present study identifies the broader cultural ramifications of this underutilization beyond the academic setting. The paper underscores an urgent need for targeted interventions, advocating for administrative-backed cultural training programs aimed at harnessing faculty CQ to augment educational effectiveness. Also, the paper identifies five major factors that impact teaching adaptability in heterogeneous classrooms, thereby contributing a novel perspective to the existing literature on multicultural education and teaching efficacy.