本研究旨在探討我國師資生多元文化素養之現況，並分析其在不同背景變項下的差異與影響。本研究採量化調查法，以全國師資生為母群進行分層抽樣，最終共回收703份有效問卷，並以「多元文化素養量表」評量受試者在多元文化認知、多元文化情意、多元文化技能、多元族群意識、多元語言意識、多元文化意識、多元文化關係與多元文化環境等八構面之表現，進行差異分析與階層迴歸分析。結果顯示，整體多元文化素養均高於量表中位數，情意構面得分最高；技能與文化環境構面相對較低，反映情境化行動與實作經驗仍有限。背景變項方面，父親教育程度、就讀區域、教育階段與師資類科在部分構面呈顯著差異；家庭與社區族群多樣性多未達顯著。階層迴歸結果顯示，「修習多元文化課程」、「跨文化互動次數」與「流利使用語言數」為最具影響力的預測因子，其效果高於環境與個人變項。研究據此提出對政策、師資培育課程與師資生培養之建議，以作為提升教師多元文化素養之參考。

This study examined the current levels of multicultural literacy among pre-service teachers in Taiwan and analyzed differences and influencing factors across background variables. Adopting a quantitative survey design, we used stratified sampling with all pre-service teachers nationwide as the study population and obtained 703 valid responses. Participants were assessed with the Multicultural Literacy Scale, comprising eight subscales: multicultural cognition, multicultural affective orientation, multicultural skills, multiethnic awareness, multilingual awareness, multicultural consciousness, multicultural relations, and multicultural environment. We conducted group difference analyses and hierarchical regression. Results showed that overall MLS scores exceeded the scale midpoint, with the affective subscale scoring the highest, whereas multicultural skills and multicultural environment were relatively lower, indicating limited contextualized action and practical experience. Regarding background variables, the subjects’ father’s education level, region of institution, educational stage, and teacher education track showed significant differences on some subscales, whereas family and community ethnic diversity generally did not. Hierarchical regression further indicated that completion of multicultural courses, frequency of intercultural interactions, and number of languages spoken fluently were the strongest predictors of overall multicultural literacy scores, outweighing environmental and personal variables. Based on these findings, we propose recommendations for educational authorities, teacher education programs, and pre-service teachers, to strengthen multicultural literacy in teacher preparation.