Developing Ethnorelative Worldviews in Instructional Design Teams: A Case Study

The focus of this study is on enhancing cultural competency and increasing an ethnorelative worldview perspective among instructional designers through an innovative approach that integrates global professionals and reciprocal learning. The study is grounded in the context of Arizona State University’s mission to create inclusive learning experiences, particularly in online education, confronting the challenge of effectively providing instructional design that supports a global learner. The dissertation builds upon the existing literature on instructional design, highlighting the need for cultural competency in a globalized educational context. It underscores the growing necessity for instructional designers to adapt their skills and approaches to meet the diverse needs of global learners. The research aims to achieve professional development experiences through a reciprocal learning framework involving international instructional professionals. The research questions explore the role of reciprocal learning in fostering ethnorelative worldviews and the perceived value of this learning for the professional development of instructional designers. The study addresses critical skills such as cultural empathy, active listening, self-awareness of biases, and a commitment to continual learning. The research highlights the gaps in current instructional design training, particularly in the context of global education and cultural competency, contributing to the field of instructional design by proposing a model that integrates global perspectives into the professional development of instructional designers.