Constructing Culturally Safe Learning Spaces for International Students

Abstract

This commentary explores the intersection of cultural safety and Universal Design for Learning (UDL) principles to establish inclusive and supportive educational environments for international students in UK higher education. Reflecting on our transition from international students to educators, we share insights derived from literature, academic discussions, and practical experiences, including the development of a staff workshop for the Power of Potential Conference (2024). We propose a Model of Evolving Cultural Competence that underscores cultural humility and continuous learning as pivotal to creating culturally safe learning spaces. Through an analysis of three UDL checkpoints—sustaining effort and persistence, language and symbols, and expression and communication—we offer actionable strategies for educators to foster engagement, representation, and participation. These include integrating diverse student perspectives, leveraging multimodal resources and providing inclusive assessment methods to empower international students. Our approach challenges normative biases, promotes cultural curiosity, and addresses power imbalances, emphasising the co-creation of knowledge and mutual learning. By combining cultural safety and UDL principles, this paper advocates for a dynamic and reflective pedagogy that enhances student belonging, inclusivity, and equitable engagement. These practices aim to benefit both students and educators, fostering transformative learning environments that support diversity and cultural competence