Music teachers’ perceptions of intercultural competence in Spain Tomé Fernández, María Bravo Yebra, Verónica The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: “The Role of Personal Learning Environments in the Social Integration of Unaccompanied Foreign Minors (MENAS).” Intercultural competence is essential in schools attended by students of different ethnicities, cultures, and religions. A number of studies have suggested that music facilitates the transmission of values and emotions inherent in intercultural competence. The role of teachers is considered essential as well. Thus, it is important to consider music teachers’ perceptions on intercultural competence. This study drew out the perceptions of 74 teachers delivering music teaching in primary and secondary schools, conservatories, and music schools in Spain. Data were gathered through semi-structured interviews. A content validity index of 0.92 was obtained after considering the judgments of 19 experts in the fields of research and practice in music education. The teachers’ responses were analyzed using NVivo (11). The findings highlighted the positive perceptions of the benefits of intercultural competence in students. Aspects such as the lack of training, the requirement to teach a planned/structured curriculum and the shortage of advisors on the subject, emerged as negative perceptions communicated by the teachers. 2025-04-04T10:57:44Z 2025-04-04T10:57:44Z 2024-04 journal article Published version: Tomé-Fernández, M., & Bravo-Yebra, V. (2024). Music teachers’ perceptions of intercultural competence in Spain. International Journal of Music Education, 0(0). https://doi.org/10.1177/02557614231220655 https://hdl.handle.net/10481/103456 10.1177/02557614231220655 eng open access Sage Journals