Mapping the Global-Local Nexus Through a Bibliometric and Qualitative Analysis of Culturally Responsive Pedagogy in Post-Pandemic Education

Abstract

The research examines how the global-local nexus is applied in post-pandemic Education through the lens of the culturally responsive pedagogy (CRP) applied to Blended Learning and social-emotional Learning (SEL). A bibliometric and qualitative study enables the research to identify important tendencies and the practical use of CRP in Education on a global scale. The bibliometric analysis shows that over the past five years, publications on CRP increased by 45 percent, indicating its growing topicality in Education. It also determines that the research on Blended Learning has increased by 35% and the application of AI-based tools in Education by 30 percent. In the qualitative study, 70 % of teachers indicated that CRP behaviors had been effectively used in the Blended Learning settings, with much emphasis on intercultural competence. Also, 65 %of teachers stated that online platforms increased SEL and cultural awareness tremendously. Access to technology and training of teachers are also noted as some of the most notable barriers as 45 %of educators refer to these issues as significant barriers to successful CRP. The results presented focus on the need to balance international educational trends with regional cultures to create more accommodating and flexible pedagogical methods. The research proposes further investigation of intercultural communication in online interactions and demands the development of whole-scale training programs to overcome the current obstacles. The study will add to the existing literature on the topic of culturally responsive pedagogy and its importance in the global-local divide in post-pandemic Education.