2025 ASEE Annual Conference & Exposition

Systematic Review on the Role of Culturally Relevant Pedagogy in Empowering International Students in Engineering Education: Addressing Deficit Narratives and Fostering Inclusivity

Presented at International Division (INTL): Inclusive Global Engagement

The global increase of international students in higher education presents unique challenges, including cultural adaptation, language barriers, and feelings of isolation. These challenges can contribute to deficit narratives that undermine students’ potential and hinder their academic success. This work-in-progress systematic literature review (SLR) examines how Culturally Relevant Pedagogy (CRP) can empower international engineering students by addressing these challenges, challenging deficit perspectives, and promoting inclusivity. The review aims to answer two primary questions: (1) How does CRP support and empower international students in engineering education? and (2) What gaps remain in the current literature regarding CRP’s implementation and impact? Following the PRISMA 2020 guidelines, an initial search identified 1,002 records, which were systematically narrowed to 37 relevant studies focused on CRP in international higher education contexts. Qualitative content analysis identified four key themes: (a) enhancing academic engagement via CRP practices for international students, (b) shaping international students' perceptions, (c) counter-narratives against deficit perspectives, and (d) the importance of faculty training and institutional support. The findings reveal that CRP effectively improves international students' educational experiences (e.g., enhance problem-solving, teamwork, and critical thinking skills in engineering courses), offers a counter-narrative to deficit views of international students in engineering ecosystems, and fosters inclusivity in engineering classrooms. To build a more inclusive and equitable learning environment, engineering educators and institutions must prioritize CRP in their pedagogical frameworks, thereby empowering international students to succeed both academically and socially.

Authors

Jemal Bedane Halkiyo Arizona State University [biography]

Jemal Halkiyo is a Ph.D. Student in Engineering Education and Graduate Teaching Assistant at Arizona State University. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering education in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been teaching different Civil Engineering courses at Bule Hora University, Ethiopia, where he also served as a department head and conducted various research and community projects.
Sultan Bedane Halkiyu [biography]

Sultan Bedane Halkiyu pursued his Master of Science degree in Road and Transport Engineering and Bachelor's degree in Civil Engineering at Hawassa University (2017) and Jimma University (2015) respectively. Mr. Halkiyu is working as a lecturer at Bule Hora University, Ethiopia, and teaching different Civil Engineering courses. He is a mixed methods researcher and pursuing his research interests: quality of road construction, and transport/traffic mobility in urban areas. He is also interested in broadening the participation of engineering education in Ethiopian universities. Mr. Halkiyu has conducted some research in engineering education ecosystems and community service projects.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

« View session

For those interested in:

1st Generation
2 Year Institution
Broadening Participation in Engineering and Engineering Technology
computer science
engineering
engineering technology
Faculty
gender
Graduate
professional
race/ethnicity
Socio-Economic Status