Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Volume 7 Issue 1
January-February 2026

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Culturally Responsive Teaching in Digitally Mediated Classrooms: A Qualitative Review of Multicultural Pedagogical Practices

Author(s) Ms. Oter Pabin, Mr. Buru Guro
Country India
Abstract This paper will discuss the meaning of culturally responsive teaching (CRT) as its application in digitally mediated classes. The analysis is based on a narrative review and thematic synthesis of theoretical resources, empirical works, teacher experience, and digital classroom content to address how cultural representation, linguistic diversity, and learner agency are negotiated in online, hybrid, and classroom settings. The evidence demonstrates that multimodal digital resources, multilingual participation plans, and student-centered evaluation broaden the potential of culturally sustaining pedagogy, whereas the disparity in access, platform structures and algorithmic mediation limits the implementation. This paper contends that digital CRT needs concerted pedagogical, institutional and technological responses to ensure equity and inclusion. The conclusion outlines the potential research directions in the future, such as comparative cross-cultural research, participatory research with marginalized communities, and design research on multicultural digital pedagogy. The study is part of the growing controversies on multicultural learning and digital equity in the increasingly globalized learning environment.
Keywords culturally responsive teaching, digital pedagogy, multicultural education, digital equity, multimodal learning, linguistic diversity, hybrid classrooms.
Published In Volume 7, Issue 1, January-February 2026
Published On 2026-01-18
DOI https://doi.org/10.63363/aijfr.2026.v07i01.2996
Short DOI https://doi.org/hbk6zn
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E-ISSN 3048-7641
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