Abstract

The teaching received by foreign undergraduate students in the 2016-2018 triennium was evaluated. A higher evaluation was obtained for the dimension of 'content competences' (4.53 ± 0.742), while the dimension of 'didactic competences' showed the lowest evaluation (4.25 ± 0.984). Cronbach's Alpha (0.897 to 0.946) showed a high internal consistency of the instrument. Multicultural education is a process that requires feedback not only from teaching practices but also from the change of attitudes, actions and activities in the substantive functions of a university to advance beyond institutional borders.