Culturally Responsive Pedagogy for Enhancing Secondary School Students’ Science Achievement and Emotional Intelligence: An Integrative Review

Jagannath  Kunar; Pramod  Behera

doi:10.59828/ijmrast.v4i4.264

Authors

Jagannath Kunar Assistant Professor in Educational studies (TE), Dharanidhar University, Keonjhar, Odisha, India Author https://orcid.org/0000-0001-5604-6997
Pramod Behera Assistant Professor in Education, Dharanidhar University, Keonjhar, Odisha, India Author https://orcid.org/0009-0007-1607-8135

DOI:

https://doi.org/10.59828/ijmrast.v4i4.264

Keywords:

Culturally Responsive Pedagogy, Science Achievement, Emotional Intelligence, Secondary Education, Social-Emotional Learning, Integrative Review

Abstract

Culturally Responsive Pedagogy (CRP) is one of current pedagogical approach which help to transform that enhancing equity among children, inclusion at institution and meaningful learning in the classrooms. These integrative reviewees synthesize literature (2000–2025), with emphasis on recent studies (2020–2025), to examine the role of CRP in enhancing secondary school students’ science achievement and emotional intelligence (EI). Grounded in constructivist, sociocultural and social-emotional learning (SEL) theories, the review highlights how cultural impact and associate teaching practices improve engagement, conceptual understanding and socio-emotional competencies.

The reviewees findings indicate that CRP enhances science achievement among students in 21^st century and also create motivation with the learner and learner identity. This approach is fostering emotional awareness, empathy and interpersonal skills these qualities help to students’ holistic development in natural way. However, limited empirical evidence directly links CRP with EI in science education. The study emphasizes the need for further research and outlines implications for classroom practice, teacher education and policy to support holistic development.