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2.2. Cultural norms and individuals’ perspectives. Readings

Problem-Solving Strategies

Students from collectivist cultures often feel more comfortable working in groups and making decisions together, rather than standing out with their own opinions. In contrast, students from individualistic cultures frequently adopt more analytic and independent approaches (Smith et al., 2022).

Lecturer Strategies:

  • Use open-ended tasks early in the semester and observe whether students tend to rely on group collaboration or individual problem-solving. 

  • Offer varied formats (e.g., individual vs. team-based tasks) and monitor student engagement and performance across them. 

  • Conduct reflective journals or brief surveys asking students how they typically approach complex tasks. 

example

In a mixed classroom, a group task reveals that some students wait for consensus before proposing solutions. The lecturer notes this and later pairs students in cross-cultural days to support peer learning.

Learning Motivation. Students from East Asian or South Asian contexts may be motivated by family expectations and external validation, while Western students may prioritize personal interests and intrinsic goals (Wang, 2024; Alqarni, 2022; Lo, 2024).

Lecturer Strategies:

  • Include a motivational diagnostic at the start of the course (e.g., "What helps you to succeed in your studies?").

  • Track participation and help-seeking behaviour. Highly extrinsically motivated students may hesitate to ask for help to avoid “losing face.” 

  • Introduce choice in assignments (e.g., topic selection), then analyse student decisions and feedback for motivational cues.

example


A student from Hong Kong consistently submits highly detailed work but tends to avoid class discussions. After a motivational survey, the lecturer learns this student is driven by family honour, prompting more private feedback rather than public critique.

Response to Authority. Students from high power-distance cultures (e.g., Indonesia, Nigeria) may defer to lecturers and avoid questioning instructions. Students from low power-distance cultures (e.g., Germany, Netherlands) may challenge or question openly (Hofstede, 2011).

Lecturer Strategies:

  • During Q&A sessions, pay attention to which students ask questions or express different opinions. Do you notice any cultural patterns?

  • Use anonymous feedback tools, such as digital polls or suggestion boxes, to encourage input from more reticent students. 

  • Make classroom expectations explicit: explain that questioning or disagreeing respectfully is welcome. 

example


In a discussion-based seminar, students from high-power-distance backgrounds tend to remain silent. The lecturer implements an anonymous online comment board and sees increased engagement from these students, allowing insight into their perspectives.

Encouraging Student Self‑Reflection on Cultural Influences. Self-reflection is a powerful pedagogical tool that helps students become aware of how their cultural backgrounds shape their approach to learning. By engaging in guided reflection, students can critically examine their beliefs, motivations, and preferred learning styles concerning their cultural heritage. 

Theoretical Foundation. Wang (2024) found that cultural factors, including communication patterns, family expectations, and learning norms, significantly influence students’ engagement and learning styles. Additionally, culturally responsive and self-regulated learning strategies promote student motivation when students perceive learning tasks as personally and culturally relevant.