Chapter: Active Learning and Culture in Sync: Making It Work for an Inclusive Classroom

Despite the existing compelling evidence of the effectiveness of active learning, this method is still met with resistance, especially from students. Student resistance to active learning may manifest in various forms, such as lack of engagement, reluctance to participate or minimal effort to complete tasks. Furthermore, it may stem from diverse factors, including preference for or comfort with more traditional methods of instruction, fear of failure or making mistakes, discomfort with collaboration, and cultural (and other) barriers. Student resistance to active learning can be addressed by creating a safe and inclusive learning environment, which: a) encourages and embraces mistakes viewing them as integral to the development of knowledge, skills, and attitudes; and b) fosters cross-cultural understanding by taking a deep look at cultural diversity and supporting students in seeing the world from diverse perspectives to not only discover and appreciate ‘others’ but also gain insights into their own identity. To this end, this chapter provides examples of active learning activities that focus on (i) ‘normalising’ mistakes and (ii) removing cultural barriers which may impede students from communicating openly and collaborating effectively in a culturally diverse classroom. Such activities have a noticeable impact on learners in that they significantly enhance student engagement, willingness to participate, and openness to tackling challenging material. They additionally foster substantial shifts in students’ perceptions of ‘the other’ and create a more inclusive, dynamic, and enjoyable learning environment. Furthermore, these activities contribute to better student performance, as reflected in higher scores on assignments, exams and other assessments. These notable changes in student skills and attitudes are essential in today’s interconnected world. Students who are supported in identifying and understanding the impact of such learning practices on their ability to not only navigate multicultural classroom environments but also live and work in globalised workplaces and diverse communities may become more open to adopting active learning strategies. Suggestions about how such practices may be applied in a variety of educational settings are also provided.