A Culturally Responsive Pedagogy as a Case for Curriculum Relevance

The purpose of this study was to investigate how Culturally Responsive Pedagogy (CRP) can enhance curriculum relevance in higher education, particularly within culturally and linguistically diverse contexts. CRP is recognised for its emphasis on valuing learners’ cultural identities and lived experiences, and this study examined its potential to foster inclusivity and engagement. A qualitative case study design was employed. Data were collected through semi-structured focus group interviews with five purposively selected lecturers teaching across various enrolment levels and programmes at a rural university in the Eastern Cape Province of South Africa. The open-ended format of the interviews enabled the capture of pedagogical adaptations and reflections on the integration of learners’ cultural and linguistic backgrounds into classroom practice. Findings revealed two dominant themes: (i) lecturers’ ability to reflect and incorporate learners’ cultural realities into their teaching, and (ii) the fostering of supportive, inclusive learning communities that promote belonging and participation. These results affirm the transformative potential of CRP in bridging the gap between curriculum content and students’ cultural contexts. The discussion highlights the importance of professional development and institutional support for embedding CRP, while recommendations include curriculum reforms that prioritise cultural inclusivity and further research into scaling CRP across disciplines and institutions. The study contributes to scholarship by advancing CRP as a viable pedagogical framework for curriculum transformation in South Africa. It underscores the need for culturally inclusive teaching practices to enhance curriculum relevance, support equity, and strengthen higher education’s role in social transformation.