Cultural sensitivity and inclusivity in teaching: International students' views on faculty competence

Abstract

This study investigated international students’ (ISs) perceptions of faculty members’ intercultural teaching competence in US higher education. A cross-sectional quantitative survey design was employed using a newly developed instrument called the student measure of international teaching competence. In total, 198 ISs from 21 countries participated in the study. Exploratory factor analysis and descriptive statistics revealed that specific improvements are needed while ISs generally perceived their faculty as intercultural competent. These include reducing assumptions about students’ prior knowledge, enhancing their understanding of diverse learning styles, integrating cultural backgrounds into the curriculum and offering various assessment methods. These findings underscore the need for comprehensive faculty training programs and institutional policies that promote inclusive teaching practices, ultimately aiming to improve the academic experience and outcomes of ISs.