Managing Differences in Global Learning: Perceptions and Practices of Teachers in Bukavu/DRCongo

Tamukum Tangwe Abraham; Muzaliwa Balume Barthelemy

doi:10.36948/ijfmr.2025.v07i04.51787

Managing Differences in Global Learning: Perceptions and Practices of Teachers in Bukavu/DRCongo

Author(s)	Dr. Tamukum Tangwe Abraham, Mr. Muzaliwa Balume Barthelemy
Country	Congo (Democratic)
Abstract	This study explores teachers’ perceptions of global learning in the Democratic Republic of Congo (DRC) and how they manage differences in culturally and linguistically diverse classrooms. In an increasingly interconnected world, global learning equips students with critical thinking skills, intercultural understanding, and a sense of global responsibility. In Bukavu, DRC, where educational resources are limited and societal divisions persist due to precarious circumstances, teachers are challenged to integrate global learning principles while managing ethnic, linguistic, and socioeconomic differences in violent settings. Through qualitative interviews and focus group discussions with secondary school teachers and classroom observations, this study examines their awareness of global learning concepts, their pedagogical approaches, and the barriers they encounter in managing differences. Findings indicate that while teachers recognize the importance of global learning in fostering peace, tolerance, and critical engagement with global issues, they often struggle with inadequate training, rigid curricula, and the complexities of addressing diverse student backgrounds. Managing differences in classrooms requires teachers to employ adaptive strategies such as culturally responsive teaching, inclusive dialogue, and conflict-sensitive pedagogies. However, institutional support remains insufficient, limiting their capacity to effectively implement such approaches. This study underscores the need for professional development programs that enhance teachers' competencies in global learning and diversity management. It also highlights the role of policy reforms in embedding global perspectives into the national curriculum. By strengthening teachers’ ability to navigate differences, the education system in the DRC can better prepare students for active and responsible global citizenship in regards to abstract sociality.
Keywords	Global learning, teacher perceptions, diversity management, inclusive education
Field	Sociology > Education
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-07-23
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.51787
Short DOI	https://doi.org/g9t2gr

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Managing Differences in Global Learning: Perceptions and Practices of Teachers in Bukavu/DRCongo

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