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Abstract
Initial teacher education is a key factor in ensuring educational quality, especially in intercultural contexts. In this framework, the present study aimed to diagnose the characteristics of first-year students enrolled in the Intercultural Bilingual Education program at the UDELAS campus in Ailigandi. The research was conducted under a quantitative approach, using a descriptive cross-sectional design, and a Likert-type questionnaire was applied to a sample of 40 students. The results show that students have a general understanding of the program; however, there are still gaps in their comprehension of the role of the intercultural teacher. Likewise, a high level of interest and motivation toward the program was identified, highlighting students’ teaching vocation and their desire to contribute to their mother tongue and recognize intercultural education as a key element in their training. In conclusion, students possess a favorable attitudinal foundation for their professional development; however, it is necessary to strengthen aspects related to the intercultural approach and the development of teaching competencies. This diagnosis provides relevant information to improve training processes in intercultural higher education.
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