Culturally Responsive Professionalism in Early Childhood Education: Advancing Sustainable Development Goals (SDGs) Through Educator Development and Inclusive Practice

Abstract

This study explores culturally responsive professionalism as a framework for enhancing the quality and inclusiveness of early childhood education, aligning with Sustainable Development Goal 4 on quality education. Using a qualitative descriptive design, interviews were conducted with 36 educators and trainers from multicultural early education settings. Findings reveal that professional competence extends beyond pedagogical skills to include empathy, ethical reflection, and sensitivity to cultural and religious values. Participants emphasized that integrating Islamic virtues such as ihsan (excellence), amanah (trust), and rahmah (compassion) promotes fairness and inclusivity in professional behavior. Because professional development often neglects moral awareness, embedding reflective ethics into teacher training strengthens social cohesion and equitable learning. The study concludes that culturally responsive professionalism can guide early childhood educators toward transformative, faith-informed, and socially responsible practice consistent with SDG 4’s mission to ensure inclusive and quality education for all.