Inclusive education in higher education institutions: issues, challenges and roles within the Malaysian education system

Abstract

Fostering international understanding in educational settings increasingly relies on effective cultural brokering, especially in regions experiencing growing multicultural interactions like Jazan, Saudi Arabia. In this context, culturally responsive teaching (CRT) plays a vital role in helping graduates navigate intercultural communication. This study investigates the perceptions of English graduates from Jazan University regarding cultural brokering and its impact on their intercultural communication skills. A mixed-methods approach was used to gather both numerical and descriptive insights. Quantitative data were collected through a structured questionnaire given to 117 English graduates, using a five-point Likert scale to assess students’ confidence in intercultural communication, perceptions of cultural brokering, and the level of institutional support for cultural awareness. To supplement the survey results, semi-structured interviews were conducted with a smaller group of participants to gain deeper understanding of their intercultural experiences. The results show that most participants reported moderate confidence in intercultural communication, recognizing cultural brokering as a crucial skill for engaging with diverse communities. However, graduates also noted several challenges, including limited opportunities for genuine intercultural interaction and insufficient curricular focus on cultural mediation skills. Participants also pointed out that while the university environment promotes cultural awareness, institutional support for formal intercultural training remains limited. The study highlights the importance of incorporating cultural brokering practices into English language and teacher-education programs to enhance students’ intercultural competence. These findings provide practical suggestions for curriculum developers, teacher educators, and policymakers, emphasizing the need for more structured initiatives that foster culturally responsive learning environments in Saudi higher education.