International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Learner-Centred Education and Intercultural Competence: Learners’ Experiences in Multicultural Classrooms in Namibia

Author(s) Mr. Linus Sitomiso Chata
Country Namibia
Abstract Due to the growing cultural diversity in Namibian schools, developing the intercultural competence of learners is an imperative. This study investigates how learners experience cultural diversity and develop intercultural competence within learner-centred classrooms in urban Namibian schools. Anchored on four interrelated theoretical models such as intercultural competence, learner-centred education (LCE), multicultural education, and sociocultural theory, the research explores how inclusive education shape learners’ perceptions and interactions. Using a qualitative design, data were collected through semi-structured interviews and focus group discussions with 24 learners from three culturally mixed schools in Windhoek. The analysis of data revealed three core themes: facing cultural differences, pedagogical responsiveness, and identity and belonging. Findings suggest that learner-centred education fosters cultural awareness and collaboration but challenges such as language barriers and marginalisaton hinder the realisation of its full benefits. The study contributes to a deeper understanding of learner-centred education in Namibia and offers insights for teachers, administrators, and researchers who are committed to inclusive education.
Keywords “Intercultural competence”, “Learner-centred education”, “Multicultural classroom”, “Namibia”, “Inclusive education”.
Field Sociology > Education
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-29
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.58608
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E-ISSN 2582-2160
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