Professional networking skills through Culturally Relevant Pedagogy in superdiverse university classrooms

Abstract

Professional networking is a foundational skill for university graduates, yet pedagogical approaches for superdiverse classrooms remain under-researched, particularly how students develop competencies while maintaining their cultural identities. This teacher-researcher study examined how interactive pedagogy grounded in Culturally Relevant Pedagogy (CRP) addresses this gap. Data were collected from eight networking workshops with approximately 450 students from 25 countries over four years at a Finnish university, though a teacher’s notebook of real-time observations and a reflective journal. Reflexive thematic analysis identified two key themes. First, networking competencies developed not by teaching a single correct approach but when multiple culturally grounded strategies were recognised as equally legitimate. Second, students’ cultural, religious, and linguistic identities were not barriers to professional development but conditions for it. The students appeared to develop professional competencies more readily when their cultural identities were validated. The study extends CRP beyond K–12 contexts into higher education professional skills development.