65). However, some research studies have argued that students' learning styles are strongly rooted in their cultural background (Neuman & Bekerman, 2001; Wong, 2004). For example, countries of Confucian origin (e.g. China, Korea, Japan, Vietnam, Singapore, etc.) typically practice an education system that conditions students to conform and praise submissive behavior in the face of authority, therefore, students who demonstrate the greatest degree of passive resistance tend to be successful in this learning context (Rao, 2006). In other words, the authoritative, teacher-centered teaching approach continues to thrive in an environment that values ​​and respects wisdom and knowledge (Wong, 2004). This teacher-centered teaching method results in students' lack of proactive participation in class, as their questions may be misinterpreted as a challenge to teachers (Chan, 1999). Wong (2004) conducted a study that investigated the preferred learning styles of Asian international students while studying in Australian colleges. The author reported that students expressed preferred teaching and learning styles such as lectures and self-study, but were able to gradually adapt to the student-centered approach (e.g., group discussion) only if teachers they promoted a learning environment based on cultural understanding and respect for individual rights. differences and took the time to provide support for their individual learning