Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Cranney, Jacquelyn; Nolan, Susan A.; Hulme, Julie A.; de Souza, Luciana Karine; Waitoki, Waikaremoana; Jia, Fanli; Goedeke, Sonja; Job, Remo; Machin, Michael A.; Kumar, Aneesh; Narciss, Susanne; Kojima, Haruyuki; Tchombe, Therese; Iliescu, Dragos; Gullifer, Judith; Ju, Xingda Title A name given to the resource Considering Cultural Responsiveness in the Creation of the International Competences for Undergraduate Psychology (ICUP) Model: What Can Psychology Learn? Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Scholarship of Teaching and Learning in Psychology; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1037/stl0000435" target="_blank" rel="noreferrer noopener">https://doi.org/10.1037/stl0000435</a> <br /><br /><a href="https://www.scopus.com/pages/publications/86000172256?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/86000172256?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Cranney J., School of Psychology, University of New South Wales, Australia; Nolan S.A., Department of Psychology, Seton Hall University, United States; Hulme J.A., Department of Psychology, School of Social Sciences, Nottingham Trent University, United Kingdom; de Souza L.K., Department of Developmental and Personality Psychology, Universidade Federal do Rio Grande do Sul, Brazil; Waitoki W., Te Pua W?nanga ki te AoFaculty of M?ori and Indigenous Studies, University of Waikato, New Zealand; Jia F., Department of Psychology, Seton Hall University, United States; Goedeke S., Department of Psychology and Neuroscience, Auckland University of Technology, New Zealand; Job R., Department of Psychology and Cognitive Science, University of Trento, Italy; Machin M.A., School of Psychology and Wellbeing, University of Southern Queensland, Australia; Kumar A., Department of Psychology, Christ University, India; Narciss S., Faculty of Psychology, Technische Universit Dresden, Germany; Kojima H., Faculty of Humanities, Institute of Human and Social Sciences, Kanazawa University, Japan; Tchombe T., Department of Educational Psychology, University of Buea, Cameroon; Iliescu D., Department of Psychology and Cognitive Science, University of Bucharest, Romania; Gullifer J., School of Psychological Sciences, Monash University, Australia; Ju X., School of Psychology, Northeast Normal University, China Description An account of the resource This article aims to describe the development of foundational competencies relevant to cultural responsiveness (CR), within the context of the International Competences for Undergraduate Psychology (ICUP) model (Nolan et al., 2025). The underlying premise of the ICUP model is that the acquisition of undergraduate-level foundational psychology competences can and should have high value in personal, work, and community contextsregardless of graduate career destination. A targeted background on CR is given, followed by brief descriptions of the International Collaboration on Undergraduate Psychology Outcomes (ICUPO) project (which created the ICUP model; International Collaboration on Undergraduate Psychology Outcomes, n.d.) and of the CR competences themselves. Then, procedural aspects of the ICUPO project relevant to CR are described, followed by quantitative and qualitative approaches to exploring the CR of the diverse ICUPO Committee members. The findings are discussed in terms of implications for (a) psychology educatorsin particular, they need to possess the capacity to be culturally responsive in order to be able to support students in acquiring or improving their own CR; (b) psychology education leaders undertaking undergraduate curricular renewal; and (c) the sustainable future of the discipline of psychology. 2025 American Psychological Association Subject The topic of the resource cultural responsiveness; foundational psychology competences; International Competences for Undergraduate Psychology; reflexivity; undergraduate psychology Publisher An entity responsible for making the resource available American Psychological Association Relation A related resource ISSN: 23322101; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online