Culturally responsive teaching in higher education: Exploring practices and enhancing inclusivity.

This article focuses on adapting and validating the Culturally Responsive Teaching Survey (CRTS) for use with higher education (HE) lecturers in the UK to assess culturally responsive teaching (CRT) practices. Using a mixed-methods approach with 49 lecturers, the study found that CRT practices such as examining culturally appropriate materials and learning about students’ backgrounds were frequently used, supporting the motivational framework that links CRT to student engagement and motivation. Qualitative findings highlighted the importance of CRT in fostering inclusivity, critical thinking, and positive learning environments, while also identifying barriers like language differences and cultural misunderstandings. The study concludes that future lecturer training should address these barriers and promote inclusive, culturally responsive practices, and that the adapted CRTS is a reliable tool for reflecting on CRT in UK higher education contexts.