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The purpose of this paper is to provide insights for educators when adapting their pedagogy to suit the increasingly diverse international student body.

Archival analysis was conducted at three levels: students’ teaching style preference; epistemology of the students’ home culture; and national sociocultural dimensions.

The study elucidates the importance of recognizing heterogeneity rather than homogeneity of the increasingly international student body. It extends understanding of sociocultural underpinnings of different student learning styles and encourages educators to increase their cultural empathy to adapt their pedagogy.

This paper helps forge the way to a truly global learning environment. Understanding, adapting to and celebrating the differences among international students helps to create more inclusive learning about our global community.