E-ISSN: 2476-9606 Abstract Proceedings International Scholars Conference Volume 7 Issue 1, October 2019, pp. 1701-1718 https://doi.org/10.35974/isc.v7i1.2159 1701 Culturally Diverse Teaching Competence Of Teachers As Perceived By Students At An International University In Thailand Naltan Lampadan 1 , Darrin Thomas 2 , Garth Hibbert 3 , Hazel Wanda Ginajil 4 , Farrel Millard Gara 5 Asia-Pacific International University lampadan@apiu.edu ABSTRACT As higher education institutions deal with the increase of international students, teachers are increasingly concerned with the potential challenges in dealing with teaching and learning in a culturally diverse classroom. The purpose of this study is to examine the level of culturally diverse teaching competence of teachers in international higher education institutions. The cultural diverse teaching competence is measured based on the five dimensions typology of multicultural education. They are awareness, relationship, instruction, respect, and prejudice. A cross-sectional survey design was employed with a sample of 241 participants was taken from a university located in Thailand. The results of the students thought that teachers were most competent at building respect for diversity and that teachers were least competent at general cultural awareness and combating prejudice. In addition, the majority of students come from single cultural and become more multicultural as they progress through school. Lastly, there were differences in cultural competence when comparisons were made by faculty. Keywords: Teacher, Culturally Diverse. INTRODUCTION As higher education institutions deal with the increase of international students, teachers are increasingly concerned with the potential challenges in dealing with teaching and learning in a culturally diverse classroom. Cross (2011) explained that because of the increase in cultural diversity in the classroom, teachers today are facing more challenges. International students bring with them their cultural experiences, expectations, and learning styles to the higher education classroom. Banks (2007) proposes that international higher education institutions must be culturally prepared for students from all backgrounds, racial/ethnicity, cultural, and language groups. Teachers must recognize that to initiate the academic success of a diverse group of 21st-century learners, and they need to be able to handle more culturally diverse students in the classroom.