Bridging Cultures in the Classroom: Analyzing Pedagogical Approaches that Promote Intercultural Competence in Multicultural Higher Education Settings

Lynard Dela Cruz; Alma Manera; Elizabeth Ramirez; Dannilyn Macato; Rogelio Joshua III Catbagan; Alnadzma Tulawie

doi:10.63931/ijchr.v7iSI2.202

Authors

Lynard Dela Cruz Isabela State University
Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Elizabeth Ramirez Don Mariano Marcos State University https://orcid.org/0009-0005-7396-2870
Dannilyn Macato Don Mariano Marcos State University https://orcid.org/0009-0001-9951-2211
Rogelio Joshua III Catbagan Bulacan State University https://orcid.org/0009-0006-9363-8960
Alnadzma Tulawie Sulu State University https://orcid.org/0009-0006-9943-6681

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.202

Keywords:

intercultural competence, culturally responsive teaching, multicultural education, inclusive pedagogy, experiential learning, higher education, dialogic learning, global citizenship, qualitative case study

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.

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