Structural Composition of Ethnocultural Competence: A Conceptual Analysis Based on The Knowledge–Values–Behavior Model

Abstract

Ethnocultural competence has become a core educational outcome in multicultural societies because it links academic socialization with respectful communication, civic cohesion, and inclusive professional practice. Despite its frequent use in pedagogical discourse, the construct is often described as an unsystematic set of “knowledge, attitudes, and skills,” which complicates curriculum design and assessment. This article develops a conceptual model of ethnocultural competence based on the knowledge–values–behavior (KVB) triad and argues that competence emerges not from the additive presence of these components but from their functional alignment in real-life cultural situations. The resulting KVB model specifies the content and indicators of each component and describes how internal outcomes (cultural reflexivity, empathy, ethnorelativism) mediate observable behavior in communication and collaboration. The analysis highlights typical mismatches, such as declarative knowledge without value-based commitment or pro-social values without behavioral repertoires, and explains how educational interventions can reduce these gaps. The model supports transparent curriculum mapping, competency-based assessment, and the design of learning environments that foster culturally appropriate and ethically grounded action.