Beyond universality: examining the cultural translatability of student-centered pedagogy in higher education

Challenging the assumption that pedagogical innovation is culturally neutral, this study probes the extent to which teaching practices in Arab higher education align with or resist globally promoted student-centered approaches. Anchored in Hofstede’s theory of cultural dimensions, the research interrogates the cultural appropriateness of student-centered pedagogical paradigms by examining the instructional practices and cultural perceptions of Arab faculty. Employing a robust quantitative design, the study draws on data collected through a comprehensive three-part questionnaire completed by 105 Arab-speaking instructors. Advanced statistical analyses – including descriptive statistics, t-tests, and Pearson correlation coefficients – were used to illuminate patterns and relationships within the data. Findings revealed that while student-centric instructional approaches are perceived as moderately aligned with cultural expectations, culturally appropriate pedagogy is more strongly associated with traditional teacher-centered practices. Notably, all five of Hofstede’s cultural dimensions demonstrated positive correlations with teacher-centered instruction, raising critical questions about the cultural translatability of imported pedagogical models. The study concludes with a reflective discussion on the implications of these findings for policy, practice, and future research, advocating for a culturally responsive reimagining of pedagogical transformation in Arab higher education.