Jul 2026· Social Science Academic· Vol 4, pp. 47-60· 0 citations
TL;DR
This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language.
Abstract
The rapid development of digital technology into English language teaching has provided new means for interactive learning, but has also raised concerns about safeguarding learners' cultural identity and promoting all-round development. This research aims to investigate the impact of neo-humanistic teachings and local cultural values to the digital English language learning of primary school students. This research was conducted through a qualitative case study approach in public and private primary schools in Bali. The data were collected by semi-structured interviews, classroom observation and document study. The study revealed five main themes: (1) incorporating local culture into English education through traditional ceremonies, folklore, arts, and environmental contexts; (2) incorporating neo-humanistic values such as empathy, cooperation, respect, responsibility, and environmental awareness into classroom activities; (3) effective use of digital technologies; (4) students' holistic development to enhance language confidence, creativity, collaboration, critical thinking, and cultural identity; and (5) implementation challenges related to digital infrastructure, culturally relevant teaching resources, and teacher readiness. This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language. The results have practical implications for educators, curriculum developers and policy makers interested in designing culturally responsive and technology-enhanced English language teaching in elementary education.
This study explores the integration of local cultural content and digital tools in culturally responsive English teaching at UNIMUDA Sorong, West Papua.The study emerged from the challenges of teaching English in multicultural and resource-diverse classrooms where students come from different linguistic, cultural, and technological backgrounds. In this context, English is often learned as a third or fourth language, while unequal access to digital resources continues to shape classroom participation. This study aimed to investigate how lecturers integrate local culture and digital tools in English learning and how students respond to these practices. This study employed a descriptive qualitative design involving 30 second-semester students and five English lecturers in the General English course at UNIMUDA Sorong. Data were collected through questionnaires, semi-structured interviews, and classroom observations and analyzed using data condensation, data display, and conclusion drawing or verification. The findings revealed four major themes. First, the integration of Papuan cultural content increased students’ motivation and confidence across speaking, reading, listening, and writing activities. Second, digital platforms such as YouTube, Instagram, and TikTok supported student engagement and encouraged more interactive English learning experiences. Third, unequal internet access and differences in digital literacy limited some students’ participation in technology-based activities. Finally, lecturers played an important role as mediators who connected local culture with digital learning practices in multicultural classrooms. The study suggests that integrating local culture and digital tools can support more inclusive and meaningful English learning in culturally diverse contexts. However, institutional support and equitable digital access remain essential for the sustainable implementation of culturally responsive and technology-enhanced pedagogy in Eastern Indonesia.
Nurteteng Nurteteng, Nursalim Nursalim, Melanie Bobert· Journal of Languages and Lan...· 0 citations
English is a foreign language taught in Indonesia. One of the biggest problems in teaching English as a foreign language is how to bridge students’ language proficiency and their indigenous cultural identity. The present study investigates the need for designing culturally responsive instructional materials for students of a Hindu higher education institution in Central Kalimantan, Indonesia. This research uses an explanatory mixed methods design to implement the Context, Input, Process, Product (CIPP) model to assess the pedagogical and cultural needs for the development of genre-based English teaching materials. Using purposive sampling, this study included 120 students, 5 lecturers, 5 cultural practitioners, and 1 head of the study programme. The study data were collected through questionnaires, document analysis, and semi-structured interviews with lecturers, students, programme administrators, and cultural practitioners. The findings show a critical gap between curriculum policy and classroom practice, indicating the need for urgent genre-based scaffolding and technology based and contextualised content. Cultural analysis identifies that material artefacts (e.g., Batang Haring), social practices (rituals), and philosophical values (Tri Hita Karana) are crucial elements in enhancing the relevance of learning. These results provide a framework for mapping local wisdom into functional texts, ensuring English materials are both linguistically sound and culturally grounded. This study recommends developing technology-based English materials infused with local wisdom as a strategic solution for meaningful, contextualised language learning.
N. Tantri, N. N. Padmadewi, L. Artini et al.· International Journal of Lea...· 0 citations
This study aims to explore the phenomenon of cultural diversity in an Islamic elementary school and to examine students’ social interactions as well as the school’s strategic role in fostering an inclusive multicultural environment. A qualitative case study design was employed involving 36 fifth-grade students from two classes. Data were collected through classroom observations, semi-structured interviews with school stakeholders, and document analysis, and were analyzed using data condensation, data display, and conclusion drawing with source triangulation to ensure credibility. The findings indicate that students and teachers demonstrated highly positive responses toward cultural diversity through openness, mutual respect, curiosity, and collaborative learning practices that strengthened intercultural understanding. These positive outcomes were reinforced by inclusive school policies, proactive leadership in promoting tolerance, and continuous teacher guidance that emphasized equality, respect, and national unity. The integration of these strategies created a harmonious learning environment where students from different cultural backgrounds interacted constructively without discrimination. The study implies that comprehensive multicultural leadership, supported by inclusive policies and culturally responsive teaching practices, can serve as an effective framework for promoting social cohesion, equitable learning opportunities, and sustainable multicultural education in diverse elementary school settings.
Muhammad Davin Yuzaki, Sudarsri Lestari, Vina Rohmatul Ummah· Journal of Educational Manag...· 0 citations
The study suggests an iterative pedagogical cycle and assessment model of the digital English teaching responsive to language and brings together language-policy studies in the context of BRI and technology-enhanced language learning and multilingual applied linguistics within one analytical frame.
Mohibullah Khan, Ulfat· Inverge Journal of Social Sc...· 0 citations
This paper examines the textbook curriculum of formal education designed for primary school children in Bangladesh. It focuses on the development, preservation, and transmission of cultural identity, cultural diversity, and social cohesion through educational materials, including textbooks. The study seeks to explore how cultural discourses, ideologies, and inclusive ideals are constructed and communicated to young learners. We employed a descriptive textual analysis method to examine the content in two official textbooks: Amar Bangla Boi (My Bengali Book) and Bangladesh and Global Studies (BGS), designed for Classes IV and V. Our analysis assessed the suitability of these textbooks in preserving and transmitting cultural identity and social cohesion, as well as their alignment with the values and ethics of the diverse cultures represented. Through our textual analysis, we found that both textbooks adopt a structured and multifaceted approach to cultural education. Rather than treating culture as a standalone subject, they integrate cultural elements throughout their content, employing a range of pedagogical strategies. The curriculum weaves together literature, history, geography, and social studies to cultivate cultural awareness, ultimately nurturing informed citizens with a strong sense of identity and an appreciation for Bangladesh’s rich and diverse heritage.
Social Science Review [The Dhaka University Studies, Part-D], Vol.43, No.1, June 2026, pp. 175-192.
A. Bulbul, K. Mitu· Social sciences review· 0 citations
The purpose of this action research was to examine how incorporating local culture into the “Communication and Culture” section in an English lesson would influence students’ engagement levels. The action research was conducted with tenth-grade students at a rural Vietnamese high school where the English textbook Global Success was used. Since the textbook featured only target culture content with little or no reference to local Vietnamese culture, students struggled to connect to the topics. The teacher-researcher followed a two-cycle process of action research, which consisted of planning, acting, observing, and reflecting. Sources of data collection included classroom observations, student questionnaires, semi-structured interviews, and teacher reflective journals.
Results indicated an increase in student engagement, specifically behavioral, emotional, and cognitive engagement. The study found that active behavioral engagement doubled in the second cycle. Other positive changes included students feeling more confident when communicating and some students progressing towards deeper levels of description by comparing cultural values such as family relationships and traditional songs. Students felt the tasks were less difficult because they could share what they already know about their culture. Students also took on less of a learner role and more of a peer-like role when working with the teacher-researcher. The results of this study imply that the incorporation of local culture can be both feasible and successful in similar rural EFL contexts.
Ho Nhat Phuong· RA Journal Of Applied Resear...· 0 citations
