Summary

Despite the existing compelling evidence of the effectiveness of active learning, this method is still met with resistance, especially from students. Student resistance to active learning may manifest in various forms, such as lack of engagement, reluctance to participate or minimal effort to complete tasks. Furthermore, it may stem from diverse factors, including preference for or comfort with more traditional methods of instruction, fear of failure or making mistakes, discomfort with collaboration, and cultural (and other) barriers.

Student resistance to active learning can be addressed by creating a safe and inclusive learning environment, which:

a) encourages and embraces mistakes viewing them as integral to the development of knowledge, skills, and attitudes; and

b) fosters cross-cultural understanding by taking a deep look at cultural diversity and supporting students in seeing the world from diverse perspectives to not only discover and appreciate ‘others’ but also gain insights into their own identity.

To this end, this chapter provides examples of active learning activities that focus on (i) ‘normalising’ mistakes and (ii) removing cultural barriers which may impede students from communicating openly and collaborating effectively in a culturally diverse classroom. Such activities have a noticeable impact on learners in that they significantly enhance student engagement, willingness to participate, and openness to tackling challenging material. They additionally foster substantial shifts in students’ perceptions of ‘the other’ and create a more inclusive, dynamic, and enjoyable learning environment. Furthermore, these activities contribute to better student performance, as reflected in higher scores on assignments, exams and other assessments. These notable changes in student skills and attitudes are essential in today’s interconnected world. Students who are supported in identifying and understanding the impact of such learning practices on their ability to not only navigate multicultural classroom environments but also live and work in globalised workplaces and diverse communities may become more open to adopting active learning strategies.

Suggestions about how such practices may be applied in a variety of educational settings are also provided.

Introduction and theoretical underpinnings

Educational research has concentrated on active learning over the past twenty years. Prince (2004) citing Bonwell and Eison (1991) has defined active learning as ‘any instructional method [used in the classroom] that engages students in the learning process’ (p. 223). According to Gowers, Oprandi, and Betts (2022):

Good practice active learning strategies aim to engage students in a series of activities which require them to produce observable evidence of their learning. Where possible, these individual, pair and group tasks aim to develop higher order thinking skills, emotional connection with content and tactile or physical engagement with the environment. Importantly, active learning is not a singular event. At its very least it requires the provision of a framework for understanding something, a problem task in which they could use that framework and an opportunity for reflection on the process. In this way the tasks become memorable and meaningful experiences through which students can relate the knowledge to and have a personal connection with them. (p. 3).

(For a more detailed discussion of the construct of active learning, see Cooper et al., 2024, and Lombardi et al., 2021)

Extensive research has demonstrated that active learning can significantly improve students’ understanding, retention, and application of knowledge by fostering critical thinking, collaboration, and engagement (Ballen et al., 2017; Freeman et al., 2014; Theobald et al., 2020). Despite the existing evidence, one of the challenges in implementing active learning is student resistance (Borrego et al., 2010; Froyd et al., 2013; Henderson & Dancy, 2009). As noted by Finelli et al. (2018):

Students may demonstrate resistance in various ways, such as not participating when asked to engage in an in-class activity, distracting other students, performing the required tasks with minimal effort, complaining, or giving lower course evaluations (Kearney, Plax, & Burroughs, 1991; Seidel & Tanner, 2013; Weimer, 2013). (p. 81).

This resistance often arises because active learning methods require students to take a more active role in their education, which can be uncomfortable or unfamiliar, especially for those accustomed to passive, lecture-based learning. Students may consider active learning activities less efficient than traditional lectures, particularly if they feel they have not been given enough guidance. Others may resist due to discomfort with public speaking, group work, or the higher level of personal accountability involved in these settings (for plausible reasons causing student resistance, see Åkerlind & Trevitt, 1999; Alpert, 1991; Keeley et. al., 1995; Weimer, 2013).

This chapter addresses the question of dealing with student resistance to active learning. Specifically, it argues that students may become more open to active learning strategies if such activities are implemented in an inclusive and safe learning environment.

The above is founded on a positive correlation between students’ ‘sense of inclusion’ and academic achievement, which has been demonstrated in the literature (e.g. Yao, 2015). It also draws from Shore et al. (2011), who have deconstructed inclusion into two major components: a ‘sense of belonging’ and a ‘feeling that one can be one’s unique self’, both of which have been found to benefit students and facilitate student learning (e.g. Freeman et al., 2007; Hausmann et al., 2009). Students’ sense of inclusion and authenticity have been, in turn, positively associated with students’ intrinsic motivation (e.g. Freeman et al., 2007; for a concise account of these studies, see De Leersnyder et al., 2022).

Building on this rationale and supporting evidence, in the following sections, activities aiming at the development of a safe, supportive and inclusive learning environment and their impact on student openness to active learning are discussed.

Creating a safe learning environment for mistakes

Student resistance to active learning may be influenced by a fear of failure or a lack of confidence. Since active learning often involves immediate problem-solving or peer work, students may feel exposed if they do not immediately know the ‘correct’ answer. Given that in a classroom where active learning strategies are implemented, students take a greater responsibility for their learning, learners might experience more pressure to provide a plausible answer/solution to a question/problem, which may cause them to feel more exposed or vulnerable, and ultimately less open to active learning. Although in an active learning environment, students are urged to move outside their comfort zone and think in new ways, they might also feel more accountable for the final outcome, which instead of spurring them to become active learners might cause concerns, withdrawal or inhibitions for fear of falling short of the class expectations.

Creating an environment where students are encouraged to move outside their comfort zone, to reflect and act in innovative ways, to take risks in order to make new discoveries or have new experiences can be a real game-changer. More importantly, developing a learning environment where students know and feel that regardless of the outcome, their willingness to try new ways to learn, their effort and their engagement will be valued and appreciated may mitigate resistance to active learning.

Below an activity that helps educators build a safe learning environment is presented.

Rationale

One of the keys to building a secure and supportive learning space is continuously developing a particular attitude to ‘mistakes’ (for a theoretical model that takes account of the role of student mistakes, see the Learning Errors and Formative Feedback model (LEAFF) in Leighton et al., 2013).

Aims

This activity:

• helps learners understand that mistakes are a natural and valuable part of the learning process;
• encourages willingness to take risks; and
• supports emotional safety.

Timing: It is crucial that the foundation for this attitude to mistakes be laid from the first week (if not day) of classes. To this end, this activity takes place during the first week of classes.

Duration: 1 hour

Description

The activity is called ‘Things that make a course successful’. I begin by explaining that I know from my own experience as a student that not all courses work for students for a variety of reasons: the relevance of the course content to real life may not be obvious, the learning methods may not be effective, the group dynamics may not be conducive to learning, and so on. I emphasise that I wish for the course to be successful for everyone, and for this purpose, the whole team needs to agree on certain practices and steps that can lead to this outcome. I then ask them to recommend ways in which this course can be successful for everyone. The issue of ‘psychological safety’ and ‘attitude to mistakes’ always emerges, and I take this opportunity to engage the class in a discussion about how mistakes are to be treated in order for the particular course to be successful.

The class comes to the conclusion that mistakes are an essential part of the learning process, especially for learners navigating new challenges and concepts. The team agrees that instead of viewing errors as failures, students and educators alike should treat them as opportunities for growth and deeper understanding. Mistakes should be treated as valuable sources of input for both learners and instructors: on the one hand, instructors receive important information about which areas of the course content they need to revisit and possibly approach in new, creative ways, while on the other hand, learners identify areas where strengths are still in the making. It is emphasised to students that this course is not about tolerating mistakes; it is about encouraging mistakes as mistakes are made when one explores and experiments, and when one grows and makes progress. The discussion about mistakes ends with the motto ‘Make mistakes with pride!’, which is displayed on a class poster throughout the term to remind students of the agreed upon approach to mistakes. In such a learning environment, students are empowered to explore, experiment, and innovate without fear of failure. By normalising mistakes and reframing them as stepping stones to success, students are helped to build confidence and willingness to adopt active learning strategies.

Observed impact on students

This activity has an immediate impact on students as demonstrated by the fact that they are very willing to engage in role-play activities performed to the whole class even from the beginning of the term. Student participation further increases after the first role-plays have been performed as students realize that they may learn from each other’s experiences and that mistakes made by peers are treated as ‘learning opportunities’. As a result, student engagement in class and willingness to speak up rises significantly.

One additional notable change is that students tend to encourage their peers to participate in class activities reminding them that this is a judgement-free learning space. Furthermore, a safe learning environment improves attitudes toward challenging parts of the material, such as Greek grammar. At the beginning, learners are overwhelmed by the different endings of nouns and verbs and are hesitant to use them for fear of ‘messing up’. As a judgement free zone is developed, learners become more open to learning and utilising new grammar patterns and start viewing them as areas where they can experiment without worrying about performance.

Finally, students realise they are not the only ones who face difficulties understanding something. As a mistake embracing atmosphere is further established, learners feel more comfortable sharing challenges in front of the class. It is worth noting that the development of a mistake-friendly space is often mentioned in student reflections and feedback.

Removing cultural barriers to build an inclusive classroom

The issue of building a safe and supportive classroom environment becomes even more critical in the context of global immigration and globalisation as diversity is constantly increasing in schools, colleges, and universities (Banks, 2014, p. ix). There is extensive research demonstrating that learning in a diverse community offers numerous benefits which enhance both personal and academic growth (e.g. Gurin; 1999; Hurtado, 1999). Exposure to different perspectives, cultures, and experiences broadens students’ understanding of the world and fosters critical thinking and open-mindedness. It additionally encourages empathy and the ability to see issues from multiple viewpoints, which is essential for effective communication and problem-solving. Furthermore, collaborative learning in a diverse environment prepares students for globalised workplaces by building cultural competence and teamwork skills (see also Tatum, 2000).

Integrating active learning in a culturally diverse classroom poses challenges as well as opportunities for educators and students alike. Active learning brings students from diverse ethnic, racial, linguistic and cultural backgrounds together to engage in collaborative activities. Such activities incorporate varied perspectives, foster cross-cultural understanding, and encourage students to learn from one another. However, students may face difficulties in adjusting to group dynamics, especially if there are cultural or linguistic barriers. Misunderstandings or differing expectations can arise owing to cultural differences. Additionally, some students may feel marginalised or hesitant to contribute if their ideas or experiences differ from the majority. This may cause students to resist active learning as they may be concerned about how their ‘unique self’ in Shore et al.’s (2011) terms may be perceived or received.

It is here argued that students in culturally diverse classrooms who engage in active learning are given the opportunity to experience changes in skills, emotions and attitudes, which, when realised, further motivate them to become active learners. In other words, an educator who takes advantage of the diverse worldviews and perspectives in a multicultural classroom to design and implement active learning activities creates opportunities for transformative experiences. When learners recognise this transformation, such as gaining confidence in their abilities, developing skills immediately applicable in real-world contexts, or feeling more connected to the learning process as well as to the diverse world around them, this serves as a powerful motivator to continue adopting active learning strategies. The realisation of their growth reinforces the value of active learning, inspiring learners to seek out opportunities for collaboration, experimentation, and self-reflection, which further accelerates their development and success.

In what follows, I present active learning activities, which embrace and utilise the diverse cultural repertoire within a student group, and which may generate notable shifts in abilities, attitudes and perspectives. The major building blogs of these activities include:

• cultural immersion experiences and reflection on their impact; and
• exploration of cultural mishaps, stereotypes and misconceptions.

Cultural immersion experiences and reflection

In this section, an activity that employs experiential learning and reflection is presented.

Rationale

Cultural immersion activities involve exploration of a different culture through lived experience. Given that there is no agreed definition of experiential learning, two definitions are mentioned below, which are most relevant for our purposes:

experiential learning means that learning that occurs when changes in judgement, feelings or skills result for a particular person from living through an event or events. (Chickering, 1977)

experiential learning […] is synonymous with ‘meaningful-discovery’ learning […] which involves the learner in sorting things out for himself by restructuring his perceptions of what is happening. (Boydell, 1976)

Reflection has an important role in experiential learning (see, for example, Andersen et al., 2000; Fink, 2003; Moon, 2004). Moon (2004) suggests that

[…] the following outcomes can result from reflective processes:

• • • • learning, knowledge and understanding;
      • some form of action;
      • a process of critical review;
      • personal and continuing professional development;
      • reflection on the process of learning or personal functioning (meta-cognition);
      • the building of theory from observations in practice situations;
      • the making of decisions/resolutions of uncertainty, the solving of problems;
      • empowerment and emancipation;
      • unexpected outcomes (e.g., images, ideas that could be solutions to dilemmas or seen as creative activity);
      • emotion […];
      • clarification and the recognition that there is a need for further reflection. (p. 84)

Aims

This activity helps learners:

• gain firsthand experience of diverse worldviews and social norms;
• reflect on their own cultural identity, values, and assumptions; and
• develop cultural adaptability and confidence in navigating diverse environments.

Duration: 3 hours

Description

The activity is conducted in an undergraduate course on Modern Greek as a second language. This course includes a number of classes on shopping for food. During these classes, apart from relevant vocabulary and expressions, students are provided with information about where Greeks usually buy food. One such place is λαϊκή (laiki), a street market or farmer’s market.

One of the classes on shopping food takes place at a street market close to campus. Often, I invite Greek students from other classes to attend this field trip to facilitate my students’ interactions in authentic communicative situations.

During the experiential class, students spend some time buying goods and are supported in these interactions by the Greek students. Students also observe the communication between the sellers and themselves and the interactions between sellers and other customers outside of the class group.

The immersion experience is followed by a reflective class discussion, which is also attended by the Greek students/facilitators at the street market. Students are asked to share thoughts about what has surprised or puzzled them. An observation that regularly emerges is the use of singular form to them. Before the experiential class, it is explained to students that at grocery stores or supermarkets when buying food, the interactions are normally formal, for which reason the plural of politeness is used. However, students notice that during the experiential class at the street market, many sellers have used singular to them, and also that many interactions between Greek customers and sellers have been informal.

I invite students to think about why these particular interactions have been informal or whether the sellers have come across as ‘too direct’. I encourage them to express their views with straightforwardness and honesty, creating a safe space where stereotypes can be explicitly stated. One such stereotype that often emerges is that ‘Greeks might be less polite than other ethnic groups’. I urge my students to explore the plausibility of this assumption. The group points out the contradiction between this assumption and the fact that Greeks take extra care to use the politeness plural when this is appropriate. They also realise that this line of reasoning supports the implausible assumption that when the plural of politeness form is not used in a certain language, the speakers of that particular language should in general be considered less polite. This leads them to think critically about different ways of expressing politeness in different societies and cultures including their own.

Students come to understand that the fact that they are younger than the sellers has led the sellers to use singular forms to them. As for the informal forms used to other older customers, students realise that street markets develop into small hubs or communities, where especially those sellers who have returning customers often spend some time talking with them on various matters, which allows them to develop a type of friendly or social relationship with them that goes beyond the strictly transactional one. Because then familiarity comes into play, the initial plural of politeness gives way to singular.

Observed impact on students

Activities of this type lead to significant shifts in student views of ‘the other’ and a reduction in ethnocentric thinking. Learners become more active listeners, they ask more thoughtful questions about different worldviews and values inside and outside of class and they tend to question assumptions and generalisations.

Furthermore, students find what they learn through cultural immersion and reflection very applicable to real life, on which they comment in reflections and feedback. Realising how politeness is expressed in the host culture and understanding which expressions are used appropriately in different settings help them feel more connected to the target culture. As a result, they become more eager to learn the language authentically and more motivated to use what they learn in class in real-life situations. They enthusiastically share the outcomes of these exchanges in class and explain what has gone well or what they should do differently next time, thus inspiring their peers to do the same. Such practices lead to improved academic outcomes, as seen in enhanced performance across assignments, quizzes, and examinations.

Finally, students have fun learning during similar activities, which leads to a rise in student attendance and engagement. It is worth mentioning that students keep asking for more activities of this sort.

Adaptability to various courses

Similar cultural immersion and reflective activities can be implemented in a variety of educational settings, such as cultural anthropology, sociology, politics, international relations, (cultural) psychology, cultural history, and cultural philosophy courses. In a cultural anthropology course, for instance, students may explore the dynamics of cultural practices and rituals in everyday settings. Students may be asked to observe a cultural activity they can access safely (a local community event or a common social gathering, for example, a family dinner, a religious service, a sports event, or even a restaurant routine). Students attend and observe their chosen activity. They may be also asked to participate to the extent they can in the event in order to understand the context (for example, they may have a meal at a restaurant while observing social interactions). Students write field notes detailing their observations and reflections on the experience. They identify patterns and norms and consider how these reflect broader cultural values. Following the event, students reflect on and share their experiences and findings in small groups in class. This is followed by a class-wide discussion on the diversity of cultural practices observed and the challenges of participant observation, including issues of bias and interpretation, an issue to be discussed in the next section.

Exploring cultural misunderstandings or stereotypes

This section presents an activity that engages students in exploring cultural misunderstandings or stereotypes.

Rationale

Stereotypes have been defined ‘as typical perceptions (both positive and negative) of a particular social group (Operio & Fiske, 2003); they may reflect certain characteristics of group members, but they are often incomplete and problematic (Jussim et al., 2015)’ as cited in Xie et al. (2021, p. 654).

Stereotypes or preconceived notions about what is appropriate or inappropriate may cause cultural mishaps or misunderstandings, which might, in turn, impede intercultural communication and hence productive collaboration and, ultimately, active learning in a multicultural classroom (see also Operio & Fiske, 2003).

Training students to identify and resolve cultural misunderstandings empowers them to become more active and engaged learners in a multicultural classroom. By developing an understanding of diverse perspectives, students become more open to collaboration and exchange of ideas. Moreover, addressing cultural misunderstandings builds stronger peer connections, creating a supportive and inclusive classroom where students are motivated to participate actively and contribute fully.

Aims

This activity aims to support learners in:

• recognising inaccurate or oversimplified views of other cultures;
• examining their own cultural lens and biases; and
• becoming more culturally aware and inclusive in their actions and attitudes.

Duration: 1 hour

Table 1: Prompt for activity to explore cultural misconceptions (translated into English)

May I use your pencil? John is from Greece and Peter is a study abroad student from USA. They are close friends attending the same class. Class has started. Peter is looking for a pencil and notices some pencils on John’s desk. Peter:  I forgot my things in my room! May I borrow one of your pencils, please? John looks puzzled and annoyed. John:     Ah … yes… Once the class is over, John says goodbye in an unfriendly way and leaves. Peter is surprised and perplexed.

Groupwork You will work in groups of 4-5 people. Read the text above. With your team members try to explain what has happened. Why is John annoyed and why is Peter puzzled? What would you explain to each of them to help them see things from his friend’s perspective?

Description

The activity is again conducted in an undergraduate Modern Greek as a second language course. Learners are presented with a short dialogue, which includes a cultural mishap. This is a dialogue between two close friends, a Greek student and an American study abroad student, who attend the same class. During class, the American student notices a few pencils on his friend’s desk and politely asks whether he can borrow one. The Greek friend becomes very annoyed and the American student is very perplexed (see Table 1: Prompt for activity to explore cultural misconceptions (translated into English)). The students read the dialogue, and in groups try to explain what has happened. During a class conversation that follows, the class explores the emphasis Greek culture places on involvement and in-group relations, an in-group being one’s family, relatives, and friends (Sifianou, 1992; Triandis & Vassiliou, 1972). Members of the same in-group are expected to share things, especially little things such as pencils, and thus do not need to ask for each other’s permission to do so as is the case with members of an out-group (Sifianou, 1992). Being formal to a member of an in-group by, for example, asking for permission to borrow their pencil functions as a distancing device. It follows that, in the scenario under discussion, the message the Greek student has received is ‘I cannot take the pencil without asking for your permission because we are not that close’, hence his disappointment. The American student, on the other hand, has been operating on the cultural norm that no matter how close one may feel to someone, one should be discreet and not overstep the boundaries, hence his asking whether he could borrow the pencil. What is interesting here is that both friends are being polite, that is, they are either acting or responding to an action following politeness rules and norms; however, these norms are different in the two respective cultures, of which they are not aware. The misunderstanding, therefore, has resulted from the fact that they are viewing things through the lenses of their own respective culture and, without realising it, are operating on the misperception that their own way of expressing politeness is the same across different cultures.

Observed impact on students

Based on my observations of similar activities, participants tend to become more aware of cultural misunderstandings that may arise from differences in background and worldviews. When miscommunication occurs in class, they tend to investigate whether it has been caused by a cultural clash of which they might not be aware. Given that students gain more confidence in addressing these issues, participation in pair or group activities with peers from different ethnic backgrounds increases considerably. Moreover, communication among them becomes more honest, respectful, and effective.

As a result of the above, I observe a higher quality in classroom discussions. Students feel more comfortable recognising their own unconscious biases as well as discussing sensitive issues. Through further simulation practice, they show a greater tendency to put themselves in their peers’ shoes, which helps them challenge implicit assumptions they had previously accepted as self-evident.

Through further reflection on these changes – whether through journals or classroom discussions – learners recognise significant shifts in their communication and attitudes toward those perceived as ‘other’, both within and beyond the classroom. As a result, students become more intentional in sustaining these changes, demonstrating increased inclusivity in their interactions with peers by actively involving them in group activities and encouraging their participation.

Adaptability to various courses

Similar scenarios can be created and explored in a number of diverse courses, such as anthropology, sociology, communication, international tourism, or international business. To provide an example, in an international relations course, students may be asked to practice resolving conflicts arising from cultural misunderstandings using negotiation and intercultural communication skills. Students may first discuss examples of how cultural misunderstandings have impacted international diplomacy (e.g. body language misinterpretations, different negotiation styles, or language nuances). They may then be presented with a scenario involving a multinational climate summit where one delegation’s informal communication style is perceived as disrespectful by another delegation accustomed to rigid protocol. Each student or group is assigned a role as a country’s diplomat or an international organization representative. Each student or group is also provided with a briefing document outlining (a) their cultural norms and values (e.g. communication style and decision-making process), and (b) their position on the issue (e.g. priorities at the climate summit). Students are then presented with a triggering event: An informal gesture during a meeting offends a delegate from a culture valuing formalities (or a negotiator’s indirect approach causes frustration for a culture preferring direct communication). Students identify the misunderstanding and work towards a resolution. This is followed by an in-class discussion about what cultural factors contributed to the conflict. Students also reflect on how they resolved the misunderstanding and what could have been done differently.

To provide an additional example, students in a business course could be presented with a scenario involving a cultural mishap or misunderstanding taking place during a professional meeting among people of various cultural or ethnic backgrounds. For instance, during this meeting a Greek person could use a direct request, which actually sounds natural and quite polite to the Greek native ear, and which might, however, be perceived as rude by others. A whole discussion about similarities and differences in the professional meeting etiquette between various cultures may follow (see also Morris et al., 2014).

Inclusive classroom and active learning

Creating a mistake-embracing and culturally inclusive learning environment considerably supports students in overcoming hesitations to adopt active learning strategies.

First of all, such activities significantly increase student engagement as they attract students’ attention and interest. Activities of this sort are a welcome and much needed break from the theory taught in all types of courses. Moreover, they help students understand how theories operate in real-world settings, while such practical application supports them in comprehending the relevance as well as limitations of theoretical models.

In addition to the above, real-world applications often involve unpredictability, and thus train students to navigate challenges, adapt and innovate. Through activities which focus on the interpretation of cultural differences, learners further develop their ability to operate with cultural efficiency in a variety of sometimes unfamiliar situations. In Nechifor & Borca’s (2020) terms, students develop the ability ‘to catalogue an unfamiliar situation as provoking and not as terrifying, any frustrating social interaction as challenging rather than inhibiting’ (p. 299). Students who view new learning strategies or practices as challenging, provoking and fascinating instead of terrifying or inhibiting are more open to experiment with them to find out what they can gain from them. Fostering a culture of enthusiastic risk-taking and exploration empowers students on their journey of discovery, often leading to the uncovering of new cultural beliefs and values and unveiling fresh perspectives on the world.

Activities in which students experience other cultures and reflect on these experiences without fear of saying the ‘wrong’ thing support students in viewing the behavior of people of different cultural or ethnic backgrounds from the perspective of these people’s cultural norms and values rather than interpreting it through the framework of their own cultural background (Morris et al., 2014, p. 202). This leads to a better understanding of their own culture as well, because defining the other often helps define one’s own self. Students cultivate greater empathy and tolerance for uncertainty, along with the skills necessary to succeed in a globally diverse society, extending beyond their local surroundings (Banks, 2014, p. 41).

In activities similar to the ones presented above, cultures are contrasted and cultural differences are interpreted and negotiated through discussions during which students feel free to reveal their ‘unique self’ even if this means a self with preconstructed notions and biases. This helps students communicate honestly, openly and effectively in a multicultural setting and greatly improves their negotiation skills. In such learning environments, students do not just learn codes or theories which may be used in certain restricted environments. They develop skills essential for communication and work in global settings. They additionally develop a new identity, that of a global citizen (see also Byram and Wagner, 2018, p. 147). Through the reflection stages of these active learning activities, students come to realise the changes in their skills and attitudes that have been generated, and the impact these changes have on the quality of their communication and collaboration with members of their immediate community and beyond. They also come to appreciate the quality of the learning that has taken place, which has greatly impacted the way they perceive themselves and others. The realisation of these changes further motivates them to continue to engage in similar activities that will help them discover even more worldviews and perspectives without fear of making a mistake on the way.

Additionally, allowing students to gradually adapt to active learning through cultural immersion and reflection provides opportunities for bonding experiences with an impact on class dynamics. Such type of learning has a quality of personal involvement as the whole person in terms of emotions and cognitive aspects participates in the learning event. Students who holistically participate in similar learning experiences share a meaningful connection with members of the learning community. This in turn significantly impacts various aspects of the learning journey including communication, acceptance, and collaboration.

When students and instructors have strong relationships, communication becomes more open and effective. Students are more likely to ask questions, express ideas, and participate in discussions and activities without fear of judgment. Instructors can also communicate more clearly and empathetically, ensuring students feel heard and understood. Furthermore, strong bonds foster a sense of community and belonging, where students feel accepted for who they are. This acceptance reduces anxiety, builds confidence and allows students to be more open to diverse ideas and perspectives. Moreover, when students feel connected to one another as well as to the instructor, they are more likely to engage in collaborative activities. Strong relationships promote teamwork as students trust each other and value each other’s contributions.

Ultimately, strong bonds create a classroom environment where all members understand, accept and support each other, feel encouraged to take risks in their learning, and actively participate in activities. Positive relationships and positive intergroup contact encourage a mindset of continuous learning and self-improvement, and hence students are more engaged in their academic journey and further motivated to learn in new, more active ways.

Key takeaways

This chapter has addressed the issue of student resistance to active learning. Establishing a safe, supportive, and inclusive classroom environment has been identified as a key factor in enhancing students’ willingness to engage with active learning strategies. In such a learning space:

• Mistakes are encouraged and embraced as a sign of active engagement in the learning process and are viewed as shared learning experiences and valuable opportunities for growth rather than individual shortcomings.
• The class utilises its multicultural composition to engage in active learning activities designed to bridge cultural gaps, navigate cultural differences, and promote cross-cultural understanding and collaboration. Learners reflect on the impact of these culturally enriched active learning practices to gain a deeper understanding of how these experiences have shaped their skills, attitudes, and perspectives. They recognize the transformative changes in their worldviews and develop an awareness of their enhanced capacity to navigate diverse, global communities.
• Students who undergo such transformative changes and recognise that these outcomes have been made possible through their participation in active learning activities are more inclined to embrace and implement these strategies in the future. The realisation of their personal and intellectual growth not only reinforces their confidence in the effectiveness of active learning but also inspires a commitment to integrating similar strategies in their future educational pursuits.

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About the author

Sophia Zevgoli is Assistant Professor, Department of English and Modern Languages and Assistant Director, Institute for Hellenic Culture and the Liberal Arts at Deree – The American College of Greece. As a Scientific Associate of the General Secretariat for Adult Education, Ministry of Education, she supervised EU-funded language programs.

szevg@acg.edu