Abstract
Culturally Responsive Teaching (CRT) a revolutionary approach to meeting the academic and social needs of students from diverse cultural linguistic and ethnic backgrounds has emerged in today’s increasingly diverse educational landscape. The advantages and difficulties of introducing CRT in modern classrooms are examined in this study.This study examines teachers’ views and implementation of Culturally Responsive Teaching (CRT) strategies to promote inclusivity and improve student engagement and learning outcomes in diverse classrooms.Based on theories of cultural competence critical pedagogy and multicultural education it collected information from teachers in diverse schools through open-ended questionnaires and interviews. Research indicates that CRT can improve academic performance boost student participation and create inclusive learning environments. But the study also found barriers like inadequate training for teacher’s institutional resistance time restraints disinclination to talk about race and culture and restrictions from rigid curricula and standardized assessments. Notwithstanding these obstacles the study indicates that CRT can be successful with the right instruction reflective practice and institutional support. The text also mentions the importance of flexibility in CRT implementation.Additionally the flexibility required for culturally responsive instruction was found to be limited by strict curricula and standardized assessments. Notwithstanding these obstacles the study finds that with the right training reflective practice and institutional commitment CRT has a great deal of promise to produce educational experiences that are both equitable and culturally affirming. To successfully implement Critically responsive teaching the findings, provide useful information for educator’s legislators and teacher preparation programs.
Keywords: Culturally responsive teaching (CRT), multicultural education, teacher perceptions, inclusive education, cultural diversity, educational equity
CITE THIS PAPER
APA Format:
Venugopal, V. (2025, June 21). Culturally responsive teaching practices: Benefits and challenges. Journal of Pedagogical Insights & Technological Advancements, 2(1), 213–223. https://jpita.mitc.ac.in/2025/06/21/vaishnavy-venugopal/
MLA Format:
Venugopal, Vaishnavy. “Culturally Responsive Teaching Practices: Benefits and Challenges.” Journal of Pedagogical Insights & Technological Advancements, vol. 2, no. 1, 2025, pp. 213–223. https://jpita.mitc.ac.in/2025/06/21/vaishnavy-venugopal/
Chicago/Turabian Format:
Venugopal, Vaishnavy. “Culturally Responsive Teaching Practices: Benefits and Challenges.” Journal of Pedagogical Insights & Technological Advancements 2, no. 1 (2025): 213–223. https://jpita.mitc.ac.in/2025/06/21/vaishnavy-venugopal/
Harvard Style:
Venugopal, V., 2025. Culturally responsive teaching practices: Benefits and challenges. Journal of Pedagogical Insights & Technological Advancements, 2(1), pp.213–223. Available at: https://jpita.mitc.ac.in/2025/06/21/vaishnavy-venugopal/
IEEE Format:
V. Venugopal, “Culturally responsive teaching practices: Benefits and challenges,” Journal of Pedagogical Insights & Technological Advancements, vol. 2, no. 1, pp. 213–223, 2025. [Online]. Available: https://jpita.mitc.ac.in/2025/06/21/vaishnavy-venugopal/