Awareness of Cultural Approach in Engineering Teaching by Lecturers: A Literature Review

Abstract

This study uncovers key findings in awareness of cultural approach in engineering teaching by lecturers. A testing-based analysis five selection criteria, twenty-six quality articles were evaluated. Thematic analysis methods are used to analyze and identify key findings. The findings indicate that students' regional cultural background and significant differences in their academic perceptions are valued by lecturers. The results of the article emphasize the view that engineering cultural education is expressed through beliefs, values and assumptions, overcoming differences in expertise and institutions. The findings show that culturally limited understanding of engineering education in current educational institutions is a major challenge. Lecturers believe that the university admissions, students' persistence and multicultural competency can be enhanced when lecturers are interested in cultural differences. The support of colleagues and educational institutions will help lecturers implement cultural approach in teaching. Eleven findings from this study should be used to guide lecturer career development initiatives and improve the effectiveness of education by cultural approach teaching method.