Case No.1. Description of situation

At a European university, a Master's level course is designed to promote critical inquiry, open debate, and student-led discussion. Among the students are group of Vietnamese exchange students, whose previous educational experiences emphasized showing respect to teachers and keeping harmony in group interactions.

Scenario 

Prof. Müller introduces a controversial theory in educational psychology, encouraging debate. As soon as the discussion begins, German and Dutch students jump in with questions and comments, while the Vietnamese students stay silent and observe. Later, one Vietnamese student privately shares an insightful critique, explaining they didn't feel it was appropriate to challenge the professor in public.

Student behaviour 

  • Limited verbal participation in large-group discussions. 

  • Avoidance of openly challenging the lecturer or peers. 

  • Preference for private feedback (e.g., emails or office hours). 

  • High respect for the professor’s authority and expertise. 

Lecturers' challenge 

How to create an inclusive discussion environment that empowers students from high power distance cultures to contribute without discomfort. 

Suggested Adaptations

  • Use structured small-group discussions where students feel more comfortable speaking. 

  • Offer written reflections or online discussion boards as alternatives to in-class debate. 

  • Clarify that respectful critique is welcomed and valued in the study process. 

  • Acknowledge cultural norms explicitly and normalize different forms of participation.

Case No.2. Description of situation

At a European university, a Master's level course is designed to promote critical inquiry, open debate, and student-led discussion. The course includes group presentations and peer collaboration on complex theoretical texts.

Scenario

Students are assigned to diverse small groups to analyse and present different educational theories. One group includes two Dutch students, a Spanish student, and a Vietnamese student. During planning meetings, the Dutch students focus on clearly dividing the tasks so that each person is responsible for a specific section. The Vietnamese student suggests meeting more often to work together as a team, but the Dutch students say they prefer to do their parts alone and combine everything at the end.

Student behaviour

  • Emphasis on personal responsibility for their part of the task.

  • Focus on task efficiency over group cohesion.

  • Less concern for group harmony or consensus.

  • Preference for dividing work instead of regular group collaboration.

Lecturer's challenge

How to help students who like to work independently also learn to collaborate and include others, especially when working with classmates from cultures that focus on group work.

Suggested Adaptations

  • Encourage team contracts that define both individual and group responsibilities.

  • Facilitate structured peer meetings where all voices are included.

  • Discuss different cultural expectations around group work early in the course.

  • Ask students to evaluate each other’s work to encourage both personal effort and teamwork.

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