Navigating learning and teaching in expanding culturally diverse higher education settings

Developing a deeper understanding of factors that influence learning  and teaching in widening culturally diverse learning environments is  necessary in proactively planning supports and pedagogical approaches that encourage integration, intercultural understanding  and respect for cultural difference. This qualitative descriptive study  reports on the experiences and perceptions of teaching faculty and  students (domestic and international) of learning and teaching in  postgraduate culturally diverse environments. Three themes were  generated from the data: ‘early apprehension’, ‘cautious engagement’  and ‘shared acceptance’, highlighting the multifaceted responses to  cultural diversity in the learning environment. These findings illuminate how learning and teaching in widening culturally diverse education settings require careful, sensitive and proactive planning and  supports. The individuality of learning experiences, self-preservation  of identities, narrow perceptions of cultural difference and unconscious ‘othering’, influenced learning behaviours, integration and  cohesive learning. The findings also highlight the necessity of adopting culturally responsive pedagogies.