Understanding Cultural Dimensions in Engineering Classrooms: A Scoping Review of the Literature

Abstract

Engineering classrooms are becoming increasingly more complex and culturally diverse, presenting new challenges for engineering instructors. Research suggests cultural differences can positively impact learning outcomes, such as enhancing problem-solving and critical thinking skills. However, engineering programs often lack opportunities to integrate educational strategies that enhance students’ ability to collaborate across diverse backgrounds and prepare them for the global workforce. This paper examines the application of Hofstede’s cultural theory in educational settings and its role in leveraging cultural awareness in engineering classrooms. The study reviewed 225 articles published between January 1983 and July 2025 and identified 76 that met the inclusion criteria. Findings provide an overview of how Hofstede’s theory has been employed in education and has positively influenced the study of culture in engineering education. The framework, however, has also encountered criticism from differing epistemological perspectives on culture. The literature supports the utility of Hofstede’s theory in understanding social systems, particularly higher education structures, student and faculty behavior, social interactions, and organizational development. To effectively address cultural complexities, academics and administrators must understand cultural dimensions and contextually assess their application, thereby enabling the creation of academic policies and curricula that maximize the advantages of cultural diversity. The growing presence of multicultural students, faculty, and a globalized engineering workforce calls for engineering programs to structure policies and curricula to appreciate cultural differences and equip students for international professional environments.