Abstract
This study investigates the cultural competency of student educational psychologists during their work integrated learning (WIL) in South Africa’s multicultural context. Cultural competence is essential for providing effective psychological services in diverse societies. Using a qualitative interpretivist approach, semi-structured interviews were conducted with 11 second year master’s students in educational psychology. Thematic analysis identified five key themes: (1) awareness and knowledge of cultural competence, (2) cultural receptivity, (3) interpretation and implementation of cultural practices, (4) challenges and barriers, and (5) support needed for development. Participants demonstrated growing cultural awareness and openness to learning but faced challenges in applying theoretical knowledge to practice, particularly around communication barriers and limited exposure to non-Western frameworks. The gap between theoretical understanding and practical application was evident, with students expressing a need for more comprehensive training and mentorship in culturally competent practices. The study highlights the importance of enhanced training programmes that emphasise cultural sensitivity and continuous self-reflection, as well as the need for access to culturally knowledgeable supervisors. Recommendations include developing culturally relevant curricula and fostering support structures to guide student psychologists in navigating South Africa’s diverse cultural landscape. By improving these areas, educational psychologists will be better equipped to provide inclusive, culturally appropriate psychological services.
Keywords: Cultural Competence; Work Integrated Learning (WIL); Educational Psychology: Professional Development