University Intercultural Pedagogy to Promote the Dialog of Knowledge Between Teachers and University Students

This study aimed to delve into the influence of university intercultural pedagogy on the objective dialog of knowledge among teachers and students via a quasi-experimental approach with control and experimental groups. A pretest–posttest design was used to test 182 students and university teachers. The intervention combined indigenous knowledge systems (IKS) with interactive sessions, community work, and the participation of ancestral wise individuals and was designed to be culturally respectful. The results showed significant differences between the pre- and posttest scores, with mean increases of 1.70 points for the experimental group and 0.06 points for the control group. The Mann‒Whitney U tests revealed significant effects in the four dimensions under analysis: equity and educational justice, recognition of diverse knowledge, teacher‒student relationships, and mutual recognition. The dimensions formed a single homogeneous group according to the Kruskal‒Wallis test and Dunn’s multiple comparison; there was balanced strengthening of the construct. The results support the fact that systemic pedagogical interventions are significantly effective in changing university conduct in multicultural contexts and suggest an empirical basis for institutional policies on intercultural education, which translate inclusive discourses into tangible real-life changes through well-conceived programs under sustained institutional support.