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(2025) . Teaching interculturally: A student-developed framework. The Canadian Journal for the Scholarship of  \nTeaching and Learning, 16(1). [https://doi.org/10.5206/cjsotlrcacea.2025.1.16795](https://doi.org/10.5206/cjsotlrcacea.2025.1.16795)  \nTeaching Interculturally: A Student-Developed Framework  \nAbstract  \nAs a result of Canadian national policy, postsecondary classrooms include many global learners. While many institutions provide faculty development in intercultural teaching, guided by expert-created frameworks, these typically lack a strong student voice. This transformative mixed-methods study sought to identify the ways of faculty knowing, being, and doing that were most valued by internationally educated students. Themes emerging from student interviews were used to co-create, with participants, a quantitative survey. Following an exploratory factor analysis, a four-domain taxonomy of faculty intercultural teaching practices was identified: (1) develop an atmosphere of safety and respect; (2) facilitate connectedness; (3) provide equitable access to academic success; and (4) recognize the whole person. The practices identified provide clear guidance to faculty without significant intercultural expertise. Additionally, the recognize the whole person domain adds to educator-developed frameworks by emphasizing the wholistic nature of students’ educational and personal journeys.  \nEn raison de la politique nationale canadienne, les salles de classe de l'enseignement postsecondaire accueillent de nombreux apprenants et apprenantes internationaux. Bien que de nombreux établissements proposent des formations à l'enseignement interculturel, guidées par des cadres crééspar des experts, les étudiants et les étudiantes n'ont généralement pas voix au chapitre. Cette étude transformative à méthodes mixtes a cherché à identifier les façons de savoir, d'être et de faire du corpsenseignant les plus appréciées par les étudiants et les étudiantes formés à l'étranger. Les thèmes émergeant des entretiens avec les étudiants et les étudiantes ont été utilisés pour co-créer, avec les participants et les participantes, une enquête quantitative. Une analyse factorielle exploratoire a permisd'identifier une taxonomie des pratiques d'enseignement interculturel du corps professoral en quatre domaines : (1) créer une atmosphère de sécurité et de respect, (2) faciliter l'établissement de liens, (3) fournir un accès équitable à la réussite universitaire et (4) reconnaître la personne dans sa globalité. Les pratiques identifiées fournissent une orientation claire aux enseignants et aux enseignantes qui ne possèdent pas une expertise interculturelle significative. En outre, le domaine de la reconnaissance dela personne dans son ensemble s'ajoute aux cadres élaborés par les éducateurs et les éducatrices en mettant l'accent sur la nature holistique des parcours éducatifs et personnels des étudiants et des étudiantes.  \nKeywords  \ninternationalization, international students, educational development, intercultural teaching; internationalisation, étudiants étrangers, pédagogie, enseignement interculturel  \nCover Page Footnote  \nThis research was supported by funding from a SSHRC Doctoral Scholarship.  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2025.1.16795](https://doi.org/10.5206/cjsotlrcacea.20","cbCaioZEgrA5iPVO","https://ap.wps.com/l/cbCaioZEgrA5iPVO","pdf",325936,22,"English","# Abstract\n# Keywords\n## Identified Four-Domain Taxonomy of Intercultural Teaching Practices","[{\"question\":\"What problem does the study address regarding intercultural teaching frameworks?\",\"answer\":\"Many faculty-development frameworks for intercultural teaching are expert-created, but they typically do not reflect a strong student voice. This study centers internationally educated students’ perspectives to identify what they value in faculty practices.\"},{\"question\":\"How were the study’s quantitative results developed from student input?\",\"answer\":\"Themes emerging from student interviews were used to co-create a quantitative survey with participants. Exploratory factor analysis then supported identifying the resulting structure of practices.\"},{\"question\":\"What are the four domains in the taxonomy of intercultural teaching practices?\",\"answer\":\"The taxonomy includes: (1) develop an atmosphere of safety and respect, (2) facilitate connectedness, (3) provide equitable access to academic success, and (4) recognize the whole person.\"}]","Teaching Interculturally - A Student-Developed Framework | PDF",1792083055,55]