Navigating cultural humility: a qualitative study on the perspectives and practices from Kuwait University instructors

Purpose This study aims to explore Kuwait University instructors’ perceptions and practices regarding cultural humility, student interaction, professional development and diversity, and the challenges they faced in fostering an inclusive educational environment. Design/methodology/approach Qualitative interview-based data were collected from a diverse group of 11 instructors at Kuwait University. Thematic analysis was conducted to identify key themes and patterns in the participants’ responses, focusing on their experiences and insights related to classroom cultural dynamics. Findings The importance of cultural humility in promoting student engagement and a supportive educational atmosphere was strongly recognised. Respectful dialogue and the integration of diverse perspectives were emphasised. Significant challenges to cultural humility application included societal pressures, a lack of resources and limited professional development opportunities. Instructors showed varying engagement levels with cultural humility. Research limitations/implications The small sample size and self-reported data used may have introduced biases. This study was conducted within a single university, limiting finding generalisability to other educational settings. Practical implications This study recommends Kuwait University to enhance its cultural humility training programme and provide resources to promote inclusive classroom environments. Encouraging cultural exchange and collaboration among faculty members can enrich students’ educational experiences. Originality/value This study contributes to the limited literature on cultural humility in higher education in the Middle East. By highlighting instructors’ perceptions and practices, this study provides valuable insights for policymakers and educational leaders aiming to promote inclusivity and diversity in universities.