Fostering Intercultural Competence through Culturally Responsive Pedagogy: Practices and Perspectives in Philippine Higher Education Institutions

Lynard Dela Cruz; Iluminada Aguinaldo; Leizl Joy Alzate; Cheryl Camero; Kristine Rhea Abiado; Bernadette Gumpal

doi:10.63931/ijchr.v7iSI2.187

Authors

Lynard Dela Cruz Isabela State University
Iluminada Aguinaldo Isabela State University https://orcid.org/0009-0008-5495-9125
Leizl Joy Alzate Isabela State University https://orcid.org/0009-0005-7790-4694
Cheryl Camero Isabela State University https://orcid.org/0009-0007-6902-1618
Kristine Rhea Abiado Isabela State University https://orcid.org/0009-0006-5528-1649
Bernadette Gumpal Isabela State University https://orcid.org/0009-0008-3715-654X

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.187

Keywords:

culturally responsive pedagogy, intercultural competence, higher education, inclusive education, indigenous knowledge systems, multilingualism

Abstract

This qualitative multiple-case study investigated the role of culturally responsive pedagogy (CRP) in promoting intercultural competence (IC) in Philippine Higher Education Institutions (HEIs). Anchored on the theoretical frameworks of Geneva Gay’s (2010) Culturally Responsive Teaching and Deardorff’s (2006) Process Model of Intercultural Competence, the study aimed to (1) examine current CRP practices among educators, (2) explore faculty and student perceptions of intercultural competence development in diverse classrooms, and (3) identify the challenges and opportunities in implementing CRP to foster inclusive education. Through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving 15 faculty and 15 students across three geographically dispersed HEIs in Luzon, Visayas, and Mindanao, the research revealed several key themes. Educators commonly employed localized strategies such as integrating Indigenous Knowledge Systems (IKS), contextualizing learning materials, and embracing multilingual practices to make instruction more inclusive and culturally validating. Faculty and students viewed intercultural competence as essential in navigating classroom diversity, with inclusive dialogue, conflict-based reflection, and cultural self-awareness identified as core learning processes. However, institutional limitations, rigid curricula, lack of formal training, and insufficient support systems, hindered the full realization of CRP. Nonetheless, faculty agency, cultural empathy, and student empowerment emerged as vital opportunities for sustaining inclusive and transformative education. The findings underscore the need for systemic reforms and policy alignment to embed CRP within HEIs, supporting the development of globally competent and culturally grounded graduates.

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