Bibliometric Mapping of Culturally Responsive Teaching (CRT) and Teachers’ Pedagogical Competence

Abstract

The application of learning that is responsive to students’ cultural backgrounds is a crucial step, especially in the context of multicultural learning. This study aims to map trends in international publications on Culturally Responsive Teaching (CRT) and Teachers’ Pedagogical Competence and to formulate future research directions on related topics. This research uses bibliometric analysis method in Scopus-indexed data sources obtained  through searches by using the keywords “Culturally Responsive Teaching (CRT)” and “Teachers’ Pedagogical Competence”, with a focus on publications from 2020 to 2025. A total of 232 Scopus-indexed publications were collected from the Elsevier, MDPI, Springer, and Taylor and Francis databases. Based on the inclusion and exclusion criteria determined, 51 publications were selected for in-depth analysis using VOS Viewer. The findings of the study show that fluctuating research trends are caused by educators’ awareness of positioning CRT as a form of learning strategy that is responsive to indigenous peoples’ identities and communities in the learning curriculum. These findings can provide a new perspective for more professional teacher pedagogical practices in terms of cultural responsiveness and fostering the students’ cognitive and affective aspects in understanding the realities of a multicultural society. Further density mapping reveals research gaps in the systematic and continuous integration of CRT approaches into teacher professional development programs. This gap implies opportunities for future researchers to bridge and strengthen the role of teachers’ pedagogical abilities, considering the influence in implementation of CRT learning approaches.