Social Identity and Human Diversity in Increasing Cross – Cultural Learning

Erwin Jay Nisola and Daryl I. Quinito
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Erwin Jay Nisola: Mabini Colleges, Incorporated, Daet, Camarines Norte
Daryl I. Quinito: Moreno Integrated School, Daet Camarines Norte, Philippines Mabini Colleges Inc., Daet, Camarines Norte, Philippines

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 6, 584-604

Abstract: The study seeks to strengthen educational practices in culturally diverse settings and empower instructors to provide enriched learning experiences for students from diverse cultural backgrounds. This will be accomplished by evaluating different methods of classroom management, ensuring that teachers are in agreement, and addressing issues linked to student engagement and resolving conflicts. The study examines the concepts of social identity and cultural backgrounds in the Daet North District. The study utilizes a descriptive-inferential approach and includes a sample of 359 elementary school teachers that teach learners in grades 1-6 throughout the school year 2023-2024. The findings indicate that the student population in these classes exhibits a wide range of demographic characteristics. The teachers integrate the social identities and cultural backgrounds of the learners into their classroom management practices in order to promote learner participation and engagement and conflict resolution and cultural understanding. Consequently, these strategies exhibit a clear and evident alignment. One of the issues faced by teachers was the need for intervention. As a result, the “Cultural Competence: An Inclusive Classroom Guide†was created to improve teachers’ capacity to provide better chances for learners from diverse cultural backgrounds. The study emphasizes the significance of inclusion and fairness in educational opportunities, as well as the teachers’ emphasis on inclusivity and empowering the students. It is recommended to prioritize providing focused training guide to enhance cultural competence, fostering collaboration among educators, and implementing comprehensive strategies and support systems to effectively address classroom management concerns. The study suggests that educators should utilize tools like the output of the study to acquire the necessary skills to successfully negotiate cultural diversity and promote inclusivity in education.

Date: 2024
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