Abstract
In recent times, a noticeable trend has emerged—many undergraduate students are raising concerns about the teaching techniques employed by their lecturers. This highlights the fact that students exhibit varied learning preferences based on their distinct types of intelligence. To address this, the multiple intelligence approach offers a solution to assess students' individual profiles and their favoured teaching styles. Employing multiple intelligence tests becomes a means to categorize student types effectively. Leveraging the Multiple Intelligence (MI) approach, educators can tailor teaching methodologies to align with students' needs. This study employs a qualitative research design, investigating how 70 lecturers perceive the multiple intelligences theory in education. Carefully selected participants from diverse disciplines and experience levels are chosen through purposeful sampling. Thematic analysis of interview data aims to uncover themes and patterns related to lecturers' comprehension, beliefs, attitudes towards multiple intelligences, their integration into teaching practices, and the challenges encountered. Ultimately, the findings promise to offer valuable insights to educators and institutions, facilitating the seamless integration of diverse teaching strategies.
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