This paper explores the concept of culturally responsive teaching (CRT) and its application in fostering an inclusive and equitable learning environment for diverse student populations. The paper examines the core principles of CRT, emphasizing the importance of understanding students’ cultural backgrounds, designing culturally relevant curricula, and implementing differentiated instructional strategies. It also highlights the significance of building strong teacher-student relationships, addressing and mitigating biases, and engaging in continuous professional development to ensure that educators are equipped to meet the needs of all learners. This is a conceptual paper which will focus on the review of literature between the years 2020-2025. Located within the interpretive paradigm, this is a qualitative study which used data collected from existing literature. Data collected from these articles were used to (a) underlines the role of CRT in enhancing student engagement, motivation, and academic achievement by validating students' cultural identities and experiences. (b) addresses the need for systemic change within educational institutions to support the ongoing implementation of CRT (c) ultimately contributing to a more inclusive and just educational system. This paper provides valuable insight for teachers seeking to adopt culturally responsive practices and highlights the importance of diversity, equity, and inclusion in today’s classrooms.

Keywords: Culture, Bias, Teaching, Responsive.