2.5. Factors that shape cultural behaviours and perspectives. Readings

Cultural behaviours and perspectives are not innate but emerge from long-standing historical, social, and environmental processes. For example, communities shaped by colonial histories or collective trauma may value group cohesion, trust in authority, and resilience–traits that influence students’ classroom interactions, such as respect to teachers or reluctance to challenge ideas (Bernard, 2024; Dhiman, 2025). Bronfenbrenner’s Ecological Systems Theory provides a useful framework: the macrosystem (cultural norms) and chronosystem (historical change) interact with students' microsystems (family, school), producing distinct learning attitudes and behaviours (Bronfenbrenner, 1979). Social structures, such as socioeconomic stratification, also influence cultural outlooks. Hussaini & Hussain (2023) found that rural or economically constrained environments hinder academic performance not only through a lack of resources but also by fostering a cultural mindset emphasizing practical skills over formal education. Family, peer, religious, and institutional influences transmit educational values and expectations across generations. The physical environment also plays a role. Students in urban settings may be accustomed to competition and innovation-based learning, while those in rural or climate-challenged regions may favour cooperative, context-driven approaches (Hussaini & Hussain, 2023). Adaptation to these environments shapes motivations, learning styles, and coping mechanisms.

To support culturally diverse student populations, lecturers in higher education can integrate culturally responsive practices across curriculum design, instructional strategies, and assessment methods. Each approach ensures that students’ cultural histories and communication norms are acknowledged and respected.