Cross-Cultural Differences in Teachers’ Interpersonal Behaviors and Their Impact on Students’ Learning Experiences in Higher Education: A Study ofPashtun Culture

Abstract

The study describes the impact of cross-cultural differences on interpersonal behaviors of teachers and how these behaviors influence the learning experience of students in a Higher Educational Institution (HEI) in the Pashtun community. Teachers' behaviors like empathy, clarity, immediacy, and care are known to be important in promoting student engagement and academic achievement. These acts, however, are explained by cultural values that are deeply rooted. The Pashtun culture is based on adab (respect), honor, hierarchy, and collectivism, which influence the perceptions of students. These values tend to be opposite to the Western pedagogical standards, which are more informal and direct. A qualitative phenomenological approach was employed in gathering data by using semi-structured interviews and focus group discussions with Pashtun students. A thematic analysis showed that the issues of the importance of formal respect in teacher-student interactions, cultural sensitivities in public praise, gender and modesty, and the impact of cultural alignment on students’ motivation and participation are important. In the research, there is a realization of the necessity of culturally responsive pedagogical practices that observe the Pashtun cultural norms to promote the engagement of students in the classroom. The research results add to the literature of intercultural communication and educational psychology by suggesting that culturally-sensitive pedagogy should be applied in building inclusive and effective learning among the underserved communities of the collectivist culture.