Emotions, Emotional Labor, and Intercultural Sensitivity: Lecturers Facing Wartime Challenges

This mixed-methods study examines the emotional and professional experiences of faculty in culturally diverse higher education institutions in Israel after the outbreak of the 2023 Israel-Hamas War. It explores how, amid heightened societal tensions and intergroup conflicts, emotional labor (EL) and intercultural sensitivity (IS) interacted regarding faculty’s abilities to navigate the emotional challenges of teaching outgroup students. Quantitative analyses revealed that EL, mainly deep acting, was positively associated with participants’ positive emotions and negatively correlated with negative emotions. IS negatively correlated with retrospective negative emotions. Regression analysis revealed that IS was positively associated with deep acting EL above and beyond other factors. Qualitative findings highlighted faculty’s apprehension about classroom dynamics, efforts to manage sensitive interactions as part of their EL, and strategies to foster inclusive learning environments in challenging times. Findings underscore the complexity of teaching diverse students in polarized settings and the critical role of deep acting EL and IS.