Bridging Cultures in the Classroom: Analyzing Pedagogical Approaches that Promote Intercultural Competence in Multicultural Higher Education Settings
Article / Journal
Author(s) / editor(s):
Alma Manera
,
Alnadzma Tulawie
,
Dannilyn Macato
,
Elizabeth Ramirez
,
Lynard Dela Cruz
,
Rogelio Joshua III Catbagan
Year: 2025
Language(s): English
Abstract:
In this research, the teaching practices used in multicultural universities and colleges that promote intercultural competence, cultural empathy, and effective communication were examined. Informed by the models of Deardorff (2006), Gay (2010) and Banks (2015), the study sought to (1) determine culturally responsive pedagogical practices, (2) analyze the institutional and contextual factors that affect their use, and (3) document the views of both educators and students about the effects of these strategies. A qualitative multiple case study approach was employed, with 12 instructors and 15 students from three ethnically diverse Philippine higher education institutions. Data were gathered using semi-structured interviews, focus group discussions and observations in classrooms. Thematic analysis identified that culturally responsive teaching, dialogic reflection and experiential learning contribute considerably to cultural understanding. Institutional culture, curricular adaptability and teacher training were the key enablers, whereas fixed curricula and resistant dispositions were obstacles. Inclusive learning spaces and possibilities of intercultural encounters were stated by participants to promote empathy, global understanding, and communication skills. The results underscore the necessity for system support on all institution levels to integrate intercultural competence into higher education. Through synthesizing theory and the real-life experiences of students and teachers, the research adds to the discussion on inclusive and socially responsible pedagogy in classrooms across the globe.
https://doi.org/10.63931/ijchr.v7iSI2.202
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