Teachers’ Perceptions of Collaborative Learning in Intercultural Settings: The Case of Highgate Private School in Windhoek, Namibia

Namibia’s cultural diversity is prominently reflected in its classrooms, where both learners and teachers come from various cultural backgrounds. While educational policies promote inclusivity and collaborative learning through learner-centered pedagogy, implementation challenges persist. This qualitative case study explores teachers’ perceptions of collaborative learning in intercultural settings and the challenges they face in facilitating it. The study draws on interpretivist paradigms and involves semi-structured interviews with ten (10) purposively selected teachers from a private school in Windhoek. The participants represented diverse nationalities and had experience teaching culturally mixed classes. The findings revealed that teachers perceive collaborative learning as a catalyst for fostering intercultural communication and relationship building among learners. It also contributes to reducing stereotypes. Furthermore, it promotes the appreciation of cultural differences and a sense of belonging. However, teachers encounter challenges such as language barriers, cultural misunderstandings, and a lack of professional development. This study underscores the need for policy support to equip teachers with effective strategies for managing intercultural collaborative learning. These insights contribute to efforts aimed at strengthening inclusive education practices in Namibia’s multicultural schools.