Importance of Culturally Relevant Teaching in the Digital Age: Approaches to Student-centered and Personalized Learning in Emerging Countries | Chapter 6 | Language, Literature and Education: Research Updates Vol. 9

 

The significance of digital technology and personalisation in educating digitally underrepresented students is nowadays paramount. To survive, learners must manage to update their skills, the skills of the 21st-century world. Various documents from developed countries, which aim to transform teaching and learning practices in developing nations, emphasise the importance of aligning education in underdeveloped countries with that in developed countries.

 

Culturally responsive teaching is an evidence-based method that acknowledges the essential role of culture in the learning process. It facilitates the integration of students’ cultural backgrounds and life experiences into the educational process. The purpose of this study was to investigate the importance of culturally relevant teaching (CRT) and personalised learning in developing countries in the digital age. It aims to contribute to the achievement of quality education in these communities worldwide and promote effective teaching and learning of concepts. This review study synthesises previous research and theoretical frameworks to explore how culturally relevant teaching (CRT), personalised learning, and student-centred approaches can be effectively implemented in developing countries within the digital age.

 

Research on these specific topics has indicated that digital technology associated with CRT and personalised learning positively impacts the lives of digitally underrepresented communities. Teaching strategies, such as Adaptive Learning Technologies (ALT) and Universal Design for Learning (UDL), enhance teaching and learning in digitally marginalised communities, equipping technologically marginalised students with the necessary skills to thrive in the digital age.

 

Adapting school systems' curricula and instruction to these unique educational environments, while considering the importance of culture, individualised teaching, and learning, and emphasising digital era applications, is indispensable.

 

The results of this work may inform and encourage educators, policymakers, and Government officials about instructional strategies to implement in the classroom to meet the learning needs of every student. This calls for adopting personalised learning and culturally responsive teaching practices for the overall performance of all students. Recommendations are included. This study is limited by its reliance on secondary data from existing literature, particularly research conducted in developed countries. Future studies should incorporate empirical investigations within developing contexts to validate these findings and design culturally responsive digital education models tailored to local needs and infrastructures.

 

 

Author(s) Details

Matthieu W Yangambi
National Pedagogical University, Kinshasa–Ngaliema/UPN, The Democratic Republic of the Congo.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6552