Applying Hofstede’s Cultural Dimensions in Education: Insights, Critiques, and Implications for Diverse Classrooms

This narrative review explores the application of Hofstede’s Cultural Dimensions Theory (Hofstede, 2015) within contemporary educational settings, with a particular focus on its relevance to refugee and migrant students in increasingly multicultural classrooms. Against the backdrop of a global refugee population that reached 43.4 million in 2024 (UNHCR, 2024), the need for culturally responsive pedagogical approaches is both pressing and profound. Hofstede’s framework offers a valuable lens through which to examine how cultural values—such as power distance, individualism versus collectivism, and uncertainty avoidance—influence classroom dynamics, student-teacher relationships, and learning behaviours. Synthesising recent research, the review highlights how these dimensions manifest in diverse educational environments and shape key elements such as authority, collaboration, and student motivation. At the same time, the article critically engages with longstanding critiques of Hofstede’s model, particularly its perceived rigidity, essentialism, and limited applicability to complex, hybrid cultural identities (Gerlach & Eriksson, 2021). While acknowledging these limitations, the review argues that Hofstede’s theory retains relevance when applied with reflexivity and contextual sensitivity. It advocates for a flexible, dynamic interpretation of cultural dimensions that accounts for the evolving nature of identity in contexts shaped by migration, globalisation, and digital connectivity. The article concludes with a series of recommendations for adapting and extending the framework to better support inclusive and equitable practices in multicultural classrooms, positioning Hofstede’s work as a foundational—though incomplete—tool for cross-cultural educational research and practice.