<![CDATA[In the context of increasing global diversity, universities are challenged to implement educational paradigms that not only acknowledge cultural plurality but also foster meaningful intercultural understanding. This research offers a novel contribution to the field by articulating cultural empathy not merely as an affective disposition but as a transformative pedagogical praxis with structural implications. While existing literature often treats multiculturalism as a policy framework, this study investigates its operationalization through the lens of empathy-based engagement within a university setting. Utilizing a qualitative approach at Universitas PGRI Kanjuruhan Malang, data were analyzed through the Miles and Huberman interactive model. Findings reveal that multicultural education is integrated through a shared ethos of human dignity, formal curriculum embedding, and institutionalized policy commitments. Furthermore, five dimensions of empathy-based pedagogy emerge: content integration, collaborative knowledge construction, experiential prejudice reduction, equitable educational relationships, and cultural empowerment through embodied expressions like culinary arts and dance. By shifting the paradigm from surface-level diversity management to deep intercultural competency, these results provide a replicable framework for global higher education institutions. Ultimately, the study advocates for reorienting multicultural pedagogy toward transformative frameworks that institutionalize empathy as a critical competency for social justice.]]>
Copyrights © 2025
