<![CDATA[Intercultural sensitivity is an essential competency for students to live harmoniously in multicultural environments. However, this competency has not yet been optimally developed among students and members of the school community, highlighting the need for a learning model that can effectively foster it. This study aims to conduct a needs analysis based on students' characteristics as the foundation for developing a Culturally Responsive Teaching (CRT) learning model to enhance Intercultural sensitivity. The needs analysis covered five dimensions: learning motivation, access to learning resources, learning habits, time management, and intercultural sensitivity. Data were collected through questionnaires administered to 82 students at a private school in South Lampung and were analyzed using a descriptive quantitative approach. The findings revealed that 74% of students were still at the transitional level of cultural sensitivity. Furthermore, the needs analysis identified several considerations for developing the CRT learning model: students demonstrated high learning motivation (86%); access to printed learning resources remained limited (55%); learning preferences were dominated by visual learning (82%) and collaborative learning (82%); and most students tended to study at home when assigned tasks by their teachers (82%).]]>
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