Navigating learning and teaching in expanding culturally diverse higher education settings

Research output: Contribution to journalArticlepeer-review

Abstract

Developing a deeper understanding of factors that influence learning and teaching in widening culturally diverse learning environments is necessary in proactively planning supports and pedagogical approaches that encourage integration, intercultural understanding and respect for cultural difference. This qualitative descriptive study reports on the experiences and perceptions of teaching faculty and students (domestic and international) of learning and teaching in postgraduate culturally diverse environments. Three themes were generated from the data: ‘early apprehension’, ‘cautious engagement’ and ‘shared acceptance’, highlighting the multifaceted responses to cultural diversity in the learning environment. These findings illuminate how learning and teaching in widening culturally diverse education settings require careful, sensitive and proactive planning and supports. The individuality of learning experiences, self-preservation of identities, narrow perceptions of cultural difference and unconscious ‘othering’, influenced learning behaviours, integration and cohesive learning. The findings also highlight the necessity of adopting culturally responsive pedagogies.

Original languageEnglish
Article number2165527
Pages (from-to)1-19
JournalHigher Education Pedagogies
Volume8
Issue number1
DOIs
Publication statusPublished - 2023

Keywords

  • Cultural diversity
  • culturally responsive pedagogies
  • culturally responsive teaching
  • higher education
  • intercultural learning
  • postgraduate nursing programmes

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