Case No.1

Bohdan, an international postgraduate student from Ukraine, enrols in a public health course at a Latvian university. Though proficient in conversational English, he struggles to understand academic lectures filled with technical jargon and fast-paced delivery. Despite high motivation, Bohdan hesitates to ask for clarification in class for fear of appearing unprepared.

Questions:

  • What cultural or linguistic barriers is Bohdan facing?

  • How could the instructor adapt materials or explanations to support students like Bohdan?

  • What kinds of peer or institutional support systems would help Bohdan succeed?

Case No.2

Li Mei, a high-achieving undergraduate from China, is studying business management in Lithuania. Her academic background emphasized rote memorization and respect for authority. In her new classroom, she is expected to debate ideas, critique readings, and participate in group presentations. Li Mei rarely speaks in discussions, unsure whether questioning the professor or openly disagreeing with classmates is appropriate. Her silence is mistakenly perceived by peers and staff as disengagement.

Questions:

  • How do Li Mei’s cultural norms around education influence her classroom behaviour?

  • What steps can instructors take to make critical thinking tasks more accessible to students from different learning traditions?

  • How can assessment and feedback be designed to support diverse communication styles?

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