How Indonesian EFL Teachers Implement Culturally Responsive Teaching: A Systematic Literature Review

Abstract

: This study systematically reviews empirical research on the implementation of Culturally Responsive Teaching (CRT) by Indonesian teachers of English as a Foreign Language (EFL) published between 2019 and 2025. Employing a Systematic Literature Review (SLR) design guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, seven empirical studies were selected and analyzed using thematic synthesis. The findings indicate that CRT implementation in Indonesian EFL contexts predominantly involves (1) integrating local cultural content into instructional materials, (2) fostering inclusive and supportive teacher–student relationships, and (3) adapting pedagogical strategies to students’ diverse cultural backgrounds. These practices contribute to increased student engagement, motivation, and confidence in learning English. The findings are theoretically aligned with Geneva Gay’s framework of culturally responsive pedagogy and Zaretta Hammond’s neurocognitive perspective on culturally responsive teaching. However, the review also reveals that CRT practices in Indonesia remain largely implicit and are not yet grounded in systematic theoretical understanding. This study highlights the need for stronger integration of CRT principles in EFL teacher education and professional development programs. The review contributes to the growing body of CRT research and offers pedagogical insights for culturally inclusive EFL instruction in multicultural contexts.