Culturally inclusive practices in online learning: A systematic review of empirical literature

Abstract

Online learning enrollment has grown rapidly worldwide, yet challenges persist in ensuring instruction is effective, engaging, relevant, and accessible for learners from diverse cultural backgrounds. This study systematically reviewed 72 peer-reviewed articles on culturally inclusive online learning published between 2016 and 2023. Using a systematic search, retrieval, coding, and synthesis process, the review found limited attention to underrepresented student populations and emphasized the need for community-based approaches that involve stakeholders in culturally inclusive online learning (CIOL) design and evaluation. The selected literature was informed by educational, cultural, intercultural, critical, and social justice theories, with culturally relevant pedagogy, universal design, community of inquiry, and social constructivism most frequently applied. Learning management systems were shown to support inclusion when paired with practices such as culturally responsive assessments, intercultural learning spaces, and holistic pedagogies, though application remains uneven across disciplines, particularly in STEM. Recommendations highlight expanding research on overlooked populations and advancing consistent integration of CIOL strategies across online course design elements, including objectives, materials, assessments, and interactions.