Student-Centred Communication in an Intercultural Educational Context

Abstract

This paper examines the role of student-centred communication in addressing cultural and linguistic diversity in technical and vocational education. It aims to demonstrate why communication oriented toward learners’ experiences is essential for inclusive and effective teaching in heterogeneous educational contexts. Prior Work The study builds on established research in student-centred pedagogy, intercultural education, and teacher – student interaction, which emphasises participation, dialogue, and cultural responsiveness as key conditions for meaningful learning. Approach A qualitative theoretical analysis was conducted, based on a systematic review and synthesis of international academic literature focusing on communication practices, intercultural competences, and learning resources in vocational and technical education. Results The analysis indicates that student-centred communication enhances learner engagement, supports the effective use of learning resources, and improves educational interactions in culturally diverse settings. It also identifies persistent challenges, including language barriers and limited pedagogical preparation for diversity. Implications The findings highlight the need to strengthen intercultural and communication competences within initial and continuing teacher education, particularly for vocational and technical educators. Value The paper offers an integrated conceptual perspective that connects student-centred communication with intercultural education in technical and vocational contexts, contributing original insights for inclusive pedagogical practice.