Cultural Gap Research Articles

A mixed methods analysis of a yearlong intercultural competence curriculum strand

ABSTRACT Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential. Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs. Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University. Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action. Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC.

Domestication and Foreignization in Translating Polite Tweets

Translation strategies, domestication and foreignization bridge the linguistic and cultural gaps. Domestication adapts foreign texts for target readers, often sacrificing cultural nuances, as seen in historical examples like Rome's assimilation of Greek texts. Foreignization preserves the original text's cultural distinctions. On social media like Twitter, translators face unique challenges with its character limit and specific lexicon. They must decide between domesticating tweets for clarity or foreignizing them to retain cultural elements. This paper explores domestication and foreignization in historical and modern contexts, highlighting their implications for cross-cultural communication and translation on digital platforms like Twitter.

수정 델파이 기법을 활용한 문화복지 활성화를 위한 공립미술관 설립 및 운영 방안 연구

The purpose of this study is to establish a strategy for establishing and operating a public art museum to revitalize cultural welfare, and to provide basic data for establishing a basic plan necessary for establishing and operating a public art museum. A panel of 14 experts in the field of cultural welfare was selected, and a modified Delphi survey was conducted three times from July 1 to September 27, 2023. The collected data were analyzed for content validity ratio (CVR), mean, standard deviation, interquartile range, convergence, agreement, and coefficient of variation for each sub-element item. The factors and discussion points derived from the analysis results are as follows. First, in establishing the role and vision of public art museums, Local government must seek to strengthen local culture, promote citizen participation and foster creators, create cultural value, and seek to establish the art museum brand and identity. Second, when establishing a public art museum, the location should be selected to reflect citizen participation and needs, promote integrated artistic expression with the artistic value of the space and works, and be harmonious with the surrounding landscape and appropriately located in a place with historical significance. Third, in operating public art museums, efforts should be made to develop museum-specific content and research through continuous development of content that reflects local cultural characteristics, ensure efficient budget and operation, and provide citizens with opportunities to participate in cultural life for all generations and classes. Opportunities for participation must be strengthened, professional operation and independence must be guaranteed, and environmentally friendly and sustainable operations must be achieved. Fourth, in order to enjoy cultural rights and bridge cultural gaps, provide opportunities for the unique works of local artists to be exhibited, establish a support program for local artists to contribute to revitalizing the local art ecosystem, and promote the growth of the local community by realizing education through culture. In addition, through the integration of culture and education, we must build an art museum as a space open to all citizens and all cultures and take the lead in inclusive operation to realize the universality of culture by removing social barriers. Through this study, the policy implication was made to keep in mind that discussions between each group are the beginning of the establishment of a public art museum from the beginning of establishing a basic plan for the establishment of a public art museum, and the establishment and operation of a public art museum to revitalize cultural welfare through the 15 items derived from this study. It provides implications of the study, which provides basic data for the plan.

Learning patterns among Arab college students: the relationship with academic achievement and the moderating role of cognitive engagement

ABSTRACT This study explored the learning patterns of undergraduate students in Kuwait using Vermunt’s model and investigated the relationships between these patterns, cognitive engagement, and academic achievement. The ILS was used to identify the learning patterns of 563 university students. The three identified learning patterns were active, passive, and undirected, with the passive pattern being the most prevalent among Kuwaiti undergraduates. Active learners used self- and external regulation strategies and managed their learning actively, while passive learners studied for tests to find a job and had idealistic learning expectations. The undirected pattern characterized students who did not have a specific learning strategy and required cooperation for learning. The study found that active and passive patterns were positively correlated with academic achievement. Moreover, cognitive engagement was found to moderate the relationship between learning patterns and academic achievement, with a stronger effect observed for passive learners. The study emphasizes the need to shift teaching practices in Kuwait towards problem-based learning to foster critical thinking and highlights the cultural gap between students and teachers.

VINAY AND DARBELNET’S TRANSLATING PROCEDURES USED IN TRANSLATING: ‘THE VILLAGE LEADER’ CHILDREN’S SHORT STORY BY ALYSSON CURRO

This study analyzed the translation procedures used in the translation of the children's short story "The Village Leader" from English to Indonesian. The study found that literal translation was the only translation procedure used in the translation of the story. Literal translation is a direct translation procedure that translates word-by-word processes with consideration towards the grammar and idiomatic structures from the source language to the target language. The high frequency of literal translation usage in this study suggests its importance in maintaining the original meaning and context of the story, ensuring that the translated version is easily understood by the target audience, especially children. The study highlights the importance of translation in bridging linguistic and cultural gaps, especially in the context of children's literature. The research method used in the study, which involved qualitative analysis and content analysis, was appropriate for in-depth understanding of the messages, values, and social context contained in the story.

Verbally Expressed Humor Translation Strategy in Audiovisual Products: A Systematic Literature Review

Verbally Expressed Humor (VEH) is a form of humor that through language, written or spoken, to create comic effects. VEH translation in audiovisual products has been a great challenge due to the cultural and linguistic gap in target culture, and the translation inaccuracy and bias bring confusion to audience. Besides, though various methods have been utilized in investigating VEH translation strategies in subtitling and dubbing, no agreed-upon strategy suggestion for each category of VEH. In the present study, systematic literature review methodology is applied to examine related studies published until 1 January 2024, sourced from Web of Science (WoS) collection and Scopus. 35 articles are selected under the guideline of PRISMA 2020 and eligibility criteria. In general, the study aims to examine research status on VEH translation in audiovisual products. Specifically, it tends to clarify what translation strategies are used in translating VEH. The review indicates that: 1) English has been explored most frequently as the source and target language in studies of VEH translation in audiovisual products. 2) The major humor type examined in the selected studies is wordplay. 3) The VEH translation can be guided by various translation strategies taxonomies, while the slight adaptation or change is usually required. 4) Gottlieb’s (1992) taxonomy of translation strategies has been extensively utilized in the translation of VEH. However, there remains an absence of a standardized set of translation strategies that can be universally applied to any specific category of VEH. The findings can discover research gap and future trends for researchers, providing VEH translation advice for translators.

Effective Communication and Culturally Responsive Leadership

Lately, literature and research in the United States have reported that culturally responsive leadership has become predominant because the increasing diversity in public schools has brought us to a critical juncture. A cultural gap exists between students from diverse backgrounds and their white middle-class teachers, leading to a mismatch in the delivered curricula, leaving many students feeling disconnected, disengaged, and uninterested in the educational process. These emotions can have profound and long-lasting effects particularly due to language and verbal participation structures. Thus, a factor of communication that enhances culturally responsive leadership has been found to enable students' achievement in schools in the US because culturally responsive leadership involves integrating leadership philosophies, practices, and policies to create an inclusive educational environment for students and parents from diverse cultural and ethnic backgrounds. This entails understanding that communication is a complex process that encompasses words, intentions, contexts, histories, and attitudes. As school leaders navigate the complex landscape of modern education, their communication skills become not just desirable but truly critical for any leader to enhance culturally responsive among students and teachers. Thus, this paper recommends School leaders must find ways to bridge language gaps to ensure teaching and learning difficulties in communicating effectively across languages between teachers and students. It is paramount for principals to demonstrate excellent communication skills for listening to and interacting within the teaching and learning process to enhance student achievement effective communication and culturally responsive leadership.

Cross-Linguistic Lacunarity: Integration of Theoretical Linguo-Cultural Knowledge and L2 & C2 Competence Development

Learning a foreign language involves not only being faced with another language, but also with a different culture. Therefore, adopting a linguo-cultural perspective is a prerequisite to proper developing a learner’s competence foreign language (L2) and foreign culture (C2). The L2 and C2 aspects not represented in one’s own language (L1) and one’s own culture (C1) create the sphere of lacunarity (linguistic and cultural gaps) in L2 learners, observed on various planes, e.g. in lexis, syntax, genres, gestures etc. From a teaching perspective, the introduction of the notion of lacunae increases the learner’s linguo-cultural awareness, preparing the student to expect lacunae in L2 and C2 and to be conscious of gaps in L1 and C1 from the perspective of L2 and C2 users. The presentation of the notion of lacunarity broadens learners’ theoretical knowledge with vital practical implications since it enables students to develop strategies how to deal with lacunae.

Bridging the nature–cultural heritage gap: evaluating sustainable entanglements through cemeteries in urban Asia

The expanding footprint of urban Asian settlements and increasing living standards have put pressure on cemetery sites. Public health narratives and the sanctity associated with death matters in Asian urban landscapes have fed into the rhetoric of cemeteries as undesirable heritage spaces. Often lacking protection, many cemeteries have been exhumed, cleared, and relocated to allow room for new developments and infrastructure, risking the survival of this quiet element of the urban cultural patrimony. Within an Asian context, synergies between nature and cultural heritage preservation are not prevalent in major cities like Singapore, Hong Kong, Tokyo, Manila, Kuala Lumpur, and Bangkok. In light of increasing recognition of urban cemeteries as multi-valued sites with both natural and cultural heritage values, this paper turns to deconstructing the nature–cultural binary and the concept of entanglement to frame an investigation of collaborative interactions. A focused study on Asian urban cemeteries follows, examining existing trends and adapted mix uses and highlighting the region’s unique conservation challenges. The analysis reveals three major typologies encapsulating the region’s current nature–cultural heritage entangled preservation approaches: sustainable compromises, memories, and everyday sustainability. To conclude, the paper distils respectful alternative futures for these spaces to be better integrated into the modern textures of the cities, unlocking functional recourses to destruction or oblivion.

The Role of the Igbo Language Translators in Promoting Literacy, Moral Values, and Christianity: A Comprehensive Study in Igbo Society

This research investigates the significant contributions of the Igbo language translators to promoting literacy, moral values, and Christianity within the Igbo community. It explores how the language serves as a conduit for transmitting cultural heritage, ethical principles, and religious teachings, shaping individuals' moral fabric and spiritual growth. The study examines the role of translators in bridging linguistic and cultural gaps, facilitating access to literacy materials and religious texts, and promoting effective communication within the community. Historical and contemporary perspectives on using the Igbo language in educational settings and religious institutions are analyzed to uncover challenges and opportunities associated with promoting literacy and Christian teachings. The impact of globalization, technology, and socio-economic factors on language use and cultural and religious knowledge transmission is also investigated. Through empirical analysis and qualitative research methods, the study provides insights into the dynamic relationship between language, literacy, morality, and Christianity in Igbo society, with implications for educational practices, community development, and cultural preservation.

Racism Learnt and Unlearnt

For centuries, Africans migrated to India in different phases resulting in a significant presence of the African diaspora in this country. The term “African diaspora” gained currency only in the mid-nineteenth century in connection with the study of the people of African origin dispersed all over the world. But in countries like India, the African presence dates as far back as the period of the Indian Ocean slave trade. Historically, India and Africa have shared cordial political and economic relations. Their shared history of anti-colonial struggle, the mutual reverence for political leaders like Mahatma Gandhi and Nelson Mandela, and India’s support for postapartheid South Africa might indicate the peaceful coexistence of Indians and Africans in present-day India. But the on the ground reality hits differently, as depicted in “The Shade of You” by Anushree Majumdar, published in Eleven Ways to Love: Essays by Penguin India. Majumdar thinks herself a modern and enlightened woman until she gets into a relationship with Bryan Ochieng, a Kenyan studying in Delhi. As she gradually explores her relationship with Bryan, she comes to know about different aspects of racism that the African diaspora faces in Delhi in a more intimate way. Getting mocked and ridiculed for dating a black man in the public space makes her critique the racist attitude of her fellow Delhiites. She realizes that Indians have deeply internalized the colonial legacy of racism and colorism. She understands that, since our very childhood, we embrace a culture informed by racist ideology unconsciously. Indians are satisfied with the tokenist acceptance of black culture by celebrating black footballers and pop artists, but they would never let African diasporic people come closer as family and friends. This mindset has sufficiently exoticized and otherized Africans in India. Her proximity to Bryan reveals to her how ignorant she has been about Bryan’s culture despite her love of selective parts of Kenyan culture. The presence of Bryan and his Kenyan friends in her life offers her moments of self-reflexivity. She comes to question how much she has been able to unlearn her racial prejudices, and the answer forces her to confront an aspect of her race–intolerant subjectivity so far buried under her conscious race-sensitive self. Her self-realization makes her feel uncomfortable and apologetic. She feels that the self-realization that has dawned upon her is not enough to help her in the unlearning process overnight. She fails to maintain a long-term relationship with Bryan given their seemingly unbridgeable cultural gap at that point in time. But Bryan’s entry into her life marks the beginning of her anti-racism journey in the true sense of the term and it continues. Years later, she finds that she has become a better version of herself who is no longer troubled by the hidden guilt and shame associated with her relationship with an African.

Making known the what and the why

Language is deeply intertwined with culture, and understanding the cultural nuances embedded in words and phrases is crucial for effective communication. Bilingual dictionaries play an important role in bridging the linguistic and cultural gap between languages. This paper examines the inclusion and representation of cultural information in bilingual lexicography, with a particular focus on Chinese-English dictionary compilation. It emphasizes the need to provide not only the meaning and usage of words and phrases (the what), but also the cultural nuances and the background behind them (the why). Furthermore, the presentation of cultural information in bilingual dictionaries requires the exploration of different methods and techniques. In this context, the paper explores the concepts of defamiliarization and foregrounding as means of emphasizing cultural aspects through explanatory notes, cultural annotations, examples from literature or popular culture, and other relevant resources.

Sustainability initiatives in higher education institutions: the stakeholder perspectives

PurposeThis paper aims to assess the considerations for implementing sustainability initiatives in higher education institutions (HEIs).Design/methodology/approachIt employs a qualitative approach. It is based on opinions gathered from 272 stakeholders (including authorities and academicians) of HEIs.FindingsNepalese HEIs are facing several challenges, such as the lack of a changing vision and values to create a culture of sustainability initiatives and the socioeconomic and cultural gaps between policy sources and implementation approaches for sustainability. Therefore, they need to consider several sustainability initiatives to improve their performance and competitiveness. Effective leadership, learning culture, sustainability-related policy, effective HRM, organizational structure, supportive culture, technology, rewards, and university-academia-industry linkages are the key prerequisites for implementing sustainability initiatives. Thus, HEIs must make substantial investments in such aspects. Furthermore, they have to focus on sustainability initiative context, feasible strategies, and actionable/practical solutions to implement sustainability initiatives that help in achieving performance outcomes.Research limitations/implicationsIt is solely based on the opinions of authorities and academicians of Nepalese HEIs. Since it was carried out in the Nepalese context, results might vary at other times and in other nations.Practical implicationsIt serves as a wake-up message to HEIs' officials about the barricades associated with sustainability initiatives and also addresses important requirements for putting such initiatives into practice.Originality/valueIt provides a holistic framework to initiate sustainability in HEIs to help them achieve expected outcomes.

What Is a Working Equid? Analysis of Current Terminology and a Suggested Definition.

Equids are engaged in myriad types of work across the world, with contexts and industries varying widely between high-, middle- and low-income countries as classified by the World Bank. Through a comprehensive abstract search and literature review, we examined the usage and context of terms associated with working equids in high-income countries (HICs), upper-middle-income countries (UMICs), lower-middle-income countries (LMICs), and low-income countries (LICs). Analysis showed that the search term used was significantly associated with World Bank country income classification. All search terms except two returned a significantly higher number of papers for higher-income countries compared to lower-income countries. The two exceptions were "working equid" and "draft equid", which returned significantly more papers for lower-income countries than higher-income countries. Both terms also returned papers from high-income and upper-middle-income countries, but these were always in the context of low-resource settings and rural or marginalised communities, of which we provide examples in the discussion. We propose that the term "working equid" should be used to describe "any equid engaged in physical labour that provides a significant or direct contribution to the economic livelihood, sustenance or support of the owner/user's family, typically within a low resource setting". Our review highlights the intricate interplay between socioeconomic factors and examines how equids are described in the literature. The lack of a universally accepted definition leads to challenges in policy formulation, resource allocation, and welfare standards development, particularly in LMICs and LICs where working equids are crucial to livelihoods. This study underscores the need for a more inclusive and comprehensive approach to terminology, advocating for future research to bridge linguistic and cultural gaps in understanding working equids globally. Such efforts are vital for equitable and effective welfare standards and policy development for these animals.

TRANSLATION FEATURES OF ENGLISH SCIENCE FICTION OF THE 20th CENTURY

This article explores the translation features of English science fiction literature from the 20th century. The genre of science fiction has gained immense popularity and significance over the years, with numerous works being translated into different languages to reach a global audience. The translation of science fiction presents unique challenges due to the complex scientific concepts, futuristic technologies, and imaginative worlds depicted in the original texts. This study examines the strategies and techniques used by translators to convey the essence and nuances of English science fiction works while maintaining the integrity of the original text. By analyzing specific examples and case studies, this article sheds light on the creative approaches employed by translators to bridge the cultural and linguistic gaps in science fiction literature, ultimately enhancing cross-cultural communication.

Migrant and refugee communities strengthening disaster resilience

This paper presents insights from a community-led initiative in South Australia aimed at enhancing disaster resilience in culturally and linguistically diverse (CALD) migrant and refugee communities. Anchored in the principles of community cohesion, empowerment and informed action, the project addresses socio-cultural dynamics and communication barriers. A series of workshops and forums, tailored to account for cultural sensitivity, showed strengthened community collaboration, skills development and increased awareness of the psychosocial effects of disasters, prompting proactive strategies that consider the unique vulnerabilities and strengths of CALD communities. Participant testimonials noted increased community spirit and practical application of acquired knowledge, including understanding local hazard risk profiles and trust-building with emergency services organisations. The findings demonstrate the importance of mitigating access challenges, integrating diverse community perspectives into resilience- building activities and ensuring the inclusivity of management policies. Highlighting the significance of strengths-based community-driven approaches in emergency and disaster management, particularly for marginalised groups, this initiative found that engaging communities as active contributors enables more resilient and self-efficacious populations that effectively bridge cultural and linguistic gaps in preparedness.

إسهامات الدكتور إبراهيم محمد إبراهيم في تطور الأدب العربي والأردي: دراسة حياته وأعماله

Dr. Ibrahim is a renowned scholar whose extensive contributions to Arabic and Urdu literature have had a profound impact on the academics and literary researchers of both languages and cultures. After obtaining his foundational education, he pursued higher studies in Urdu at Al Azhar University, followed by advanced degrees from Punjab University, Lahore, where he completed his Master's and Ph.D. in Urdu language and literature. His books, translations, research papers, articles, lectures and seminars offer new insights and interpretations between Arabic and Urdu. His translations have made significant literary works accessible to a broader audience fostering cross-cultural understanding and appreciation. Arabic being his mother tongue and Urdu learnt and lived at its home - Pakistan, made him arise as an established translator and critic. He won many prestigious awards including ‘Father of Urdu Maulvi Abdul Haq award’ and Pakistan’s national award ‘Tamgha-e-Imtiaz’. Throughout his career, Dr. Ibrahim has been a prolific writer, contributing extensively to both Arabic and Urdu literature. His works reflect a deep understanding and appreciation of both languages, bridging cultural gaps and enriching literary discourse. Dr. Ibrahim's life and works stand as a testament to his dedication and passion for literature. His contributions continue to inspire and influence scholars and students alike, making him a pivotal figure in the development of Arabic and Urdu literary studies.

Exploring the use of l1 in algerian EFL education: a qualitative investigation among first-year secondary school teachers in Batna

The aim of this study is to delve into the utilization of the mother tongue (Arabic) by English as a foreign language (EFL) teachers in the Algerian context. Employing a qualitative approach, we conducted semi-structured interviews and observed nine first-year secondary school teachers across six schools in Batna city center, accumulating a total observation time of 16 hours. Analysis of both the interviews and classroom observations reveals that teachers primarily use L1 as an organizational and affective tool and occasionally as an academic one. In the former, it serves to manage the classroom, redirect the learners towards the task at hand, reproach them for not possessing prior knowledge, and express teachers’ frustration. In the latter, it is employed for explaining new vocabulary items and grammar rules, clarifying concepts and instructions, checking learners’ understanding, giving feedback, and bridging cultural gaps. Additionally, our findings indicate that L1 is used cautiously and only when deemed necessary, as teachers believe that its overuse hinders learning the target language (TL) and reinforces undesirable cognitive habits such as thinking in Arabic when using English.

Responding to health literacy of refugees in Australian primary health care settings: a qualitative study of barriers and potential solutions

BackgroundOrganisational health literacy is a promising area of research that enables a focus on how systems and services can be designed in ways that are responsive to populations with varying states and levels of health literacy, knowledge, and practices, including African refugees. The challenge is how organisations and professionals do this in practice, and research in this area is in its early stages. This qualitative study examined barriers to implementing health literacy responsive care practices in primary health care settings in Australia. It also offered suggestions to potentially address the barriers to improving organisational health literacy.MethodsRefugees (n = 19), primary health care professionals (n = 14), and other key stakeholders (n = 19) were recruited through convenience and snowball strategies from three states in Australia: New South Wales, Victoria, and Queensland. All but one participant was interviewed face-to-face via Zoom. Semi-structured interview guides were used to guide the conversations. Transcriptions from audio recordings were analysed using directed content analysis.ResultsThirteen themes were extracted from the data. Themes were organised into the following categories: structural and systemic, organisational context, individual professional level, individual patient level, and socio-community level. Major structural and system-level factors affecting organisational health literacy included rigid systems and structures and limited time. Key organisation-level factors included inflexible organisational processes and policies, institutionalised othering, discrimination and racism, and lack of interpreters. Individual professional factors were poor communication with patients and cultural knowledge gaps. Linguistic issues and service mistrust were key individual patient-level factors. Socio-community factors included limited community engagement. Participants identified potential solutions to help services navigate out of the barriers and improve their response to health literacy.ConclusionThe findings suggest that mainstream services and organisations could improve timely and appropriate health care access and utilisation for refugees through strategies such as designing services and health literacy programs with refugee communities, promoting health literacy champions in the workforce, integrating health literacy and culturally responsive care plans and strategies into organisational priorities.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.