The role of pre-service teacher education is crucial in culturally diverse contexts where conflict exists. Thus, this study examined whether pre-service teachers’ multicultural sensitivity can be increased through a Transformative Learning Theory-based online course. The developed course underwent expert evaluation and pilot-testing before its implementation. T-test comparisons of pre- and post-tests with 97 Filipino pre-service teachers show a statistically significant increase in overall multicultural sensitivity. While the effect size is modest based on Cohen’s d, 84.5% of the pre-service teachers claimed to have experienced positive change. All pre-service teachers who claimed to have experienced positive change identified the individual reflection activities to have influenced their change. This study can be replicated in other contexts. The course design can be adopted, but some of the course content has to be contextualized. The findings of this study can inform both theory and practice on how multicultural sensitivity can be increased and how Transformative Learning Theory can be applied in online course design.

在存在冲突的不同文化背景下，职前教师教育的作用至关重要。因此，本研究探讨了通过基于转化学习理论的在线课程是否可以提高职前教师的多元文化敏感性。所开发的课程在实施之前要经过专家评估和试点测试。与97名菲律宾职前教师进行的测验前后的T检验比较显示，总体的多元文化敏感性在统计学上有显着提高。虽然根据Cohen的评估，影响的大小并不大，但84.5％的职前教师声称经历了积极的变化。所有声称经历过积极改变的职前教师都确定了影响他们改变的个人反思活动。该研究可以在其他情况下重复进行。可以采用课程设计，但是某些课程内容必须根据实际情况进行调整。这项研究的发现可以为如何提高多元文化敏感性以及如何在在线课程设计中应用变革性学习理论提供理论和实践指导。