Multicultural teaching-learning model for western higher-education institutions

Abstract

This study investigates the role of students national culture (NC) and learning styles (LSs) on learning outcomes (LOs), at New York Institute of Technology s (NYIT s) College of Arts, Sciences and Communication (CASC). Past research highlights unmet international-students expectations in multicultural classrooms, similar as NYIT s undergrad-students, and claims how LOs benefits curriculum designs with culturally-sensitive LSs, that can meet international students expectations; a claim lacking empirical evidence: thus our research motivation. This deductive approach critiques reviewed-literature to identify research gaps investigated thru a conceptual framework, built on NC, LSs and LOs; and assessed thru a Google Forms survey, receiving 134/150 respondents with clean data. Multi-regression analysis revealed a positive significance between individualism/collectivism and power-distance NC and LOs, and activist and reflector LS and LOs, a negative significance between pragmatic LS and LOs, and gender moderation between reflector LS and LOs. Theoretical, practical and social implications are also discussed.