Culturally Responsive Teaching in Vietnam’s  International Higher Education:  Where Do We Stand?

Phuong Minh Luong

Phuong Minh Luong	lm.phuong@vju.ac.vn	Japan University, Vietnam National University, Hanoi, Vietnam; Hanoi University, Vietnam

Summary:

This study investigates the implementation of culturally responsive teaching (CRT) across thirteen internationalized programs, utilizing data from in-depth interviews with twenty-six faculty members at eight universities in Vietnam. The qualitative data were systematically analyzed using NVIVO software. Inductive coding and thematic analysis yielded five key dimensions of CRT practice: (i) adaptation of internationalized curriculum, syllabi and lesson plan to align with students’ learning preferences; (ii) contextualization of instructional contents to reflect Vietnam’s culture and societal context; (iii) modification of pedagogical approaches to address students’ diverse needs and backgrounds; (iv) creation of a culturally responsive and supportive environment; (v) promotion of students’ self-transformation through engagement with internationalized programs. The study concludes by discussing the implications for faculty professional development, emphasizing the importance of equipping educators with responsive pedagogical competencies to meet the challenges of an increasingly internationalized higher education landscape in Vietnam.

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Keywords:

culturally responsive teaching

internationalised program

higher education

Vietnamese universities

professional development.

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Journal:

Volume. 20 - issue 4 / 2024

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

Culturally Responsive Teaching in Vietnam’s International Higher Education: Where Do We Stand?