Proceedings of The Focus Conference (TFC 2025)

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Culturally Responsive Pedagogy in Higher Education: A Global Perspective

Authors
Gumede Sphamandla Simphiwe1, 2, *, Mvuyana Bongekile Yvonne Charlotte3, Ndlovu Irnerius Bonga4
1Mangosuthu University of Technology, 511 Griffiths Mxenge Hwy, Umlazi, Durban, 4031, South Africa
2Department of Public Administration and Economics, Mangosuthu University of Technology, Durban, South Africa
3Department of Public Administration and Economics, Mangosuthu University of Technology, Durban, South Africa
4Department of Public Administration and Economics, Mangosuthu University of Technology, Durban, South Africa
*Corresponding author. Email: gumede.simphiwe@mut.ac.za
Corresponding Author
Gumede Sphamandla Simphiwe
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_6How to use a DOI?
Keywords
Global Classroom; Culturally Responsive Pedagogy; Diversity; Inclusive Learning; Multicultural Education Theory
Abstract

Culturally responsive pedagogy (CRP) emerges as a crucial model for meeting the varied needs of higher education students, particularly in our interconnected world. This method prioritizes integrating students’ cultural identities into teaching, thereby cultivating an inclusive learning environment that enhances student involvement, critical analysis, and academic achievement. This study examines the theoretical underpinnings of CRP, drawing on frameworks such as Banks’ Multicultural Education Theory, which emphasizes the need for an inclusive and fair educational system. In today’s global classroom, educators must adapt their teaching methods to connect with students from diverse backgrounds. Through a systematic literature review, this paper offers how cultural context shape educational experiences and influence student success drawing from the existing literature. It further investigates how CRP can bridge cultural divides, empower marginalized voices, and contribute to the development of curricula that reflect the realities of an interconnected world. The analysis highlights the crucial role of teachers as culturally aware facilitators, capable of shaping curricula and pedagogical methods that reflect the intricacies of a global society. Ultimately, this exploration underscores the pressing need for higher education institutions around the world to adopt CRP as a core component of their pedagogical philosophy. In doing so, it can promote equity, inclusivity, and global citizenship in an interconnected world. Fostering such an environment, the global classroom becomes a vibrant space where diverse cultures unite, stimulating innovation and cultivating globally minded citizens ready to tackle the challenges of the future.

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_6How 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  - Gumede Sphamandla Simphiwe
AU  - Mvuyana Bongekile Yvonne Charlotte
AU  - Ndlovu Irnerius Bonga
PY  - 2025
DA  - 2025/12/29
TI  - Culturally Responsive Pedagogy in Higher Education: A Global Perspective
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 62
EP  - 83
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_6
DO  - 10.2991/978-2-38476-521-8_6
ID  - Simphiwe2025
ER  -