In the context of forced displacement and growing cultural diversity across Arab school systems, the question of how teachers foster inclusion for refugee students is of pressing importance. This study investigates the psychological pathways through which cultural humility informs multicultural teaching practices in Egypt, Kuwait, and Qatar. Drawing on Value-Belief-Action theory and situated within a culturally grounded socio-educational framework, we propose and test a structural equation model linking cultural humility to multicultural teaching, mediated by teacher religiosity and teacher agency.


Data were collected from 688 in-service teachers across the three countries, all working in schools that enroll displaced learners. Standardized instruments were used to measure cultural humility, religiosity, agency, and multicultural teaching practices. Results from structural equation modeling confirmed that cultural humility strongly predicts inclusive pedagogy both directly and indirectly. Specifically, teachers who scored high in humility reported stronger religious motivation and higher professional agency—both of which independently contributed to inclusive, culturally responsive teaching practices. Multi-group analyses indicated that the model held consistently across national contexts, affirming its generalizability.


This research advances a dual mediation model whereby internal values (religiosity) and professional capacities (agency) bridge the gap between personal dispositions and inclusive classroom behavior. It challenges Western-centric models of teacher inclusivity by highlighting how ethical and spiritual frameworks unique to the Arab world shape pedagogical action. The findings carry significant implications for teacher training, school psychology, and educational policy, especially in refugee-hosting nations. They underscore the importance of cultivating humility and supporting agency as key drivers of inclusive education.