Systematic review of culturally responsive teaching and implications for technical communication education

Abstract

Chinese vocational institutions grapple with significant challenges in inclusivity and equity, where traditional teaching methods often ignore the diverse cultural backgrounds of students, leading to disengagement and suboptimal academic performance. Culturally responsive teaching (CRT) provides a promising approach by incorporating students' cultural contexts into the learning process. This study systematically reviews 29 peer-reviewed articles published between 2020 and 2024, following PRISMA guidelines, to assess the effectiveness of CRT within technical communication education (TCE) in Chinese vocational colleges. The review identifies practical CRT strategies that have proven successful in improving student engagement, academic performance, and inclusivity. These strategies include the adoption of student-centered learning approaches, student involvement in curriculum design, tailoring teaching methods to address diverse learning styles and needs, integration of cultural references into teaching materials and ongoing professional development for educators. However, the implementation of CRT is often impeded by resistance from educators accustomed to traditional methods and by limited resources and funding. This study emphasizes the need for enhanced institutional and policy support to effectively integrate CRT into TCE, including the provision of necessary materials and the funding of professional development programs. Future research should explore the long-term impacts of CRT, its effectiveness across various educational contexts and the development of robust professional development programs, thereby solidifying the empirical foundation for CRT and advancing educational equity in TCE.