Learning Together: How Reciprocal Learning Develops Ethnorelative Worldviews

Amy Pate, Director, Learning Technologies, Office of the Provost at Arizona State University

Amy Pate, ASU's Director of Learning Technology, excels in inclusive course design, emerging technologies and upskilling instructional design teams in cultural competency. With expertise in global instructional design, AI and inclusive teaching, she advances equitable learning and leads impactful training and projects locally and globally.

Fostering Cultural Competency through Reciprocal Learning

In an increasingly globalized world, instructional designers create learning experiences that resonate across diverse cultural contexts. Developing the skills to navigate these complexities requires more than technical knowledge—it demands a shift in perspective and the ability to view cultural differences as valuable. Reciprocal learning provides an innovative pathway for fostering such transformation, particularly in building ethnorelative worldviews.

Grounded in the belief that all cultural groups hold inherent value, an ethnorelative worldview enables instructional designers to approach their work with cultural humility and empathy. My research explores how reciprocal learning creates opportunities for instructional designers to grow in cultural competency, reflecting the findings of Tracey and Baaki (2022) and Gunawardena (2021).

What is Reciprocal Learning?

Reciprocal learning is a structured process where participants engage in cycles of teaching, active listening, group discussion and personal reflection. This model is uniquely positioned to help individuals broaden their understanding of complex issues, such as cultural diversity, by integrating multiple perspectives. The process unfolds as follows:

1. Teaching: Participants share their knowledge and experiences, offering insights into their cultural contexts.

2. Active Learning and Listening: Peers listen intently, seeking to understand rather than judge.

3. Group Discussion: Clarifying questions and shared dialogue deepen collective understanding.

4. Personal Reflection: Each participant reflects on how new insights challenge or reinforce their assumptions and how to apply this understanding in practice.

Figure 1
 Individual Reciprocal Learning Stages

As Tracey and Baaki (2022) highlight, empathy and reflection are central to effective learning design. Reciprocal learning builds these qualities by embedding reflection into every stage of the learning cycle.

“Reciprocal learning provides an innovative pathway for fostering cultural competency, particularly in building ethnorelative worldviews.”

Building Ethnorelative Worldviews

Instructional designers often approach their work from culturally specific perspectives, shaped by personal experiences and professional training. Reciprocal learning offers a pathway to move beyond these limitations. For example, after participating in reciprocal learning, participants reflected on their assumptions noting, “I realized how often I design content with only my own context in mind. This process showed me the importance of listening to others’ stories and integrating those perspectives into my work.”

The Benefits of Reciprocal Learning

Reciprocal learning offers several benefits for instructional designers seeking to develop ethnorelative worldviews:

● Cultural Empathy: Sharing and hearing diverse experiences cultivates empathy, allowing designers to see through others’ eyes.

● Self-Awareness: Reflection prompts participants to examine their own biases and assumptions.

● Collaborative Growth: Group discussions foster mutual learning and inspire innovative approaches to instructional design.

● Actionable Insights: Designers leave with practical strategies to create culturally inclusive and responsive educational materials.

Gunawardena (2021) emphasizes that culturally inclusive instructional design requires ongoing dialogue and a willingness to adapt. Reciprocal learning operationalizes these principles, making them accessible and actionable for instructional designers.

The Role of Reflection

Reflection is the heart of reciprocal learning, transforming shared experiences into meaningful growth. It deepens our understanding of ourselves and the world around us, aligning with the principles of ASU’s Principled Innovation framework. Critical reflection, as emphasized by Principled Innovation, requires humility and honesty to face our shortcomings, as well as curiosity and a commitment to truth-seeking to better understand our experiences and actions.

In the context of reciprocal learning, critical reflection prompts participants to think deeply about their beliefs, biases and assumptions. By integrating reflective practices into each stage of reciprocal learning, instructional designers moved beyond surface-level learning to achieve deeper insights into their roles and responsibilities in global education. It ensures that the knowledge gained through reciprocal learning is internalized and applied.

Model for Future Learning

Reciprocal learning is more than a method; it is a mindset that encourages curiosity, humility and collaboration. It is especially effective in evolving and emerging fields, where definitive answers are rare and the landscape is shaped by rapid change and complexity. In such contexts, reciprocal learning provides a powerful framework for navigating ambiguity by creating space for participants to share diverse perspectives and draw on their collective experiences. This process is particularly valuable because it allows participants to challenge the status quo, identify and address biases and explore alternative approaches to long-standing problems. Another key benefit of reciprocal learning is its ability to build support networks. These networks are essential for tackling the ongoing challenges of emerging fields, where shared insights and peer support can help individuals adapt and thrive. For instructional designers—and professionals in any field characterized by complexity and rapid evolution—reciprocal learning offers a transformative model for professional development. By equipping individuals with the skills and perspectives needed to design for a future that is inclusive and interconnected.