L’influenza degli approcci didattici fenomenologici sullo sviluppo della competenza interculturale negli studenti dei College della Nigeria sud-occidentale
DOI:
https://doi.org/10.60923/issn.1825-8670/22656Parole chiave:
Phenomenological teaching, Intercultural competence, Teacher education, Southwestern Nigeria, Multicultural classroomsAbstract
Questo studio esamina l’impatto dell’insegnamento fenomenologico sullo sviluppo della competenza interculturale tra gli studenti del terzo anno (300-level) nei colleges of education della Nigeria sud-occidentale, una regione caratterizzata da elevata diversità culturale. I metodi tradizionali basati sulla lezione frontale tendono a privilegiare l’apprendimento mnemonico, limitando le competenze dei futuri insegnanti nella gestione di contesti multiculturali. Basandosi sulla fenomenologia di Merleau-Ponty e sul modello teorico di Deardorff, questa ricerca a metodi misti mette a confronto approcci riflessivi ed esperienziali con quelli convenzionali. I dati quantitativi, raccolti tramite questionari (n=500 studenti, n=200 membri del personale), hanno evidenziato livelli più elevati di competenza interculturale nelle classi che adottano approcci fenomenologici (M=4,20; DS=0,60) rispetto a quelle tradizionali (M=3,50; DS=0,70; p<0,001). I dati qualitativi, derivanti da interviste, diari riflessivi e osservazioni (n=15), hanno messo in luce un incremento dell’empatia culturale e della consapevolezza interculturale, pur evidenziando la persistenza di ostacoli istituzionali, quali la limitata formazione del personale e la rigidità dei curricula. Lo studio sostiene la necessità di riforme curricolari e di programmi di formazione per i docenti, al fine di promuovere educatori culturalmente responsivi in Nigeria.Riferimenti bibliografici
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Copyright (c) 2026 Muideen Oladeji Salami, Habeeb Omoponle Adewuyi
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