Proceedings of The Focus Conference (TFC 2025)

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Inclusive Pedagogy in Multicultural Classrooms: Fostering Global Awareness and Empathy in Higher Education

Authors
Estella Zandile Jingxi1, *, Ncumisa Mpongwana2, Cynthia Dlangamandla3, Vuyani Khumalo1
1Mangosuthu University of Technology, 511 Griffiths Mxenge Hwy, Umlazi, Durban, 4031, South Africa
2Institute for Catalysis and Energy Solutions, College of Science, Engineering and Technology, University of South Africa, Florida Campus. Private Bag X6, Florida, 1710, Roodepoort, South Africa
3Department of Environmental and Occupational Studies, Cape Peninsula University of Technology, P.O Box 652, Cape Town, 8000, South Africa
*Corresponding author. Email: Jingxi.zandile@mut.ac.za
Corresponding Author
Estella Zandile Jingxi
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_8How to use a DOI?
Keywords
Inclusive Pedagogy; Multicultural classroom; Universal Design for Learning
Abstract

In today’s increasingly globalised world, higher education institutions are becoming vibrant hubs of cultural diversity, hosting students from a broad spectrum of linguistic, national, and socio-cultural backgrounds. This shift necessitates a pedagogical transformation that embraces inclusivity and cultivates global awareness and empathy among students. This paper explores the concept of inclusive pedagogy as a dynamic response to the challenges and opportunities posed by multicultural classrooms. Drawing on interdisciplinary literature and classroom-based experiences, the paper investigates how culturally responsive teaching strategies can bridge cultural divides, enhance student engagement, and promote intercultural understanding. Finally, this paper explores the intersection of Universal Design for Learning (UDL) and Culturally Responsive Teaching (CRT) as frameworks for advancing inclusion, engagement, and equity in multicultural classrooms. UDL provides flexible pathways that accommodate diverse learner needs, while CRT affirms cultural identities and integrates students’ lived experiences into teaching and learning. Together, these approaches create synergistic strategies that transform diversity into an asset, fostering meaningful participation and educational justice for all students.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of The Focus Conference (TFC 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 December 2025
ISBN
978-2-38476-521-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-521-8_8How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Estella Zandile Jingxi
AU  - Ncumisa Mpongwana
AU  - Cynthia Dlangamandla
AU  - Vuyani Khumalo
PY  - 2025
DA  - 2025/12/29
TI  - Inclusive Pedagogy in Multicultural Classrooms: Fostering Global Awareness and Empathy in Higher Education
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 97
EP  - 110
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_8
DO  - 10.2991/978-2-38476-521-8_8
ID  - Jingxi2025
ER  -