Faculty Perspectives and Implementation of Culturally Responsive Pedagogy in English Language Courses: A Case Study in Saudi Higher Education

Abstract

This qualitative case study investigates how faculty members teaching EFL at a Saudi higher education institution perceive and apply culturally responsive pedagogy within the wider context of a national educational reform. Grounded in the theoretical foundations of Culturally Relevant Pedagogy (Ladson-Billings, 1995), Culturally Responsive Teaching (Gay, 2000), and the Motivational Framework for Culturally Responsive Teaching (Ginsberg & Wlodkowski, 2009), this research examines the intersection of language instruction, cultural identity, and policy transformation in light of Saudi Arabia’s Vision 2030. Using semi-structured interviews and document analysis, the study explores faculty members’ perceptions of culturally responsive pedagogy, their instructional practices, and the institutional challenges they face in modifying pedagogy to diverse student populations. The findings indicate an increasing recognition of the pedagogical significance of culturally responsive pedagogy, but also highlight significant deficiencies in faculty training, curriculum integration, and systemic support. This research provides practical recommendations for incorporating culturally responsive pedagogy into EFL programs, improving learner involvement, and aligning language education with culturally relevant and globally focused policy objectives. Additionally, it contributes to the limited yet growing body of research concerning culturally responsive pedagogy in non-Western, higher education EFL environments.