In today's globalized world, higher education institutions are growing increasingly diverse, with students from different cultural, linguistic, and socioeconomic backgrounds sharing the same learning spaces. The demand for inclusive teaching methods has never been stronger as the cultural diversity in higher education classrooms continues to grow. The project aims to investigate how culturally responsive teaching (CRT) can improve student engagement. Drawing from the philosophy of multicultural education, this research explores how CRT helps educators recognize and integrate diverse cultural perspectives into their teaching strategies, fostering a sense of involvement and belonging among students. This study involved 178 students in total. A well-organized survey related to CRT and multicultural experience was constructed. The statistical program SPPS was used to analyze the response data. Descriptive statistics and the links between CRT and multiple regression analysis were examined, multicultural experiences, and emotional exhaustion. Results show that more multicultural experiences throughout childhood, adulthood and lower levels of emotional exhaustion correlate to increase student engagement in CRT. These findings indicate that discussion is held about the implications for institutional policy and teacher training. Encouraging inclusion and increasing teacher confidence in CRT can improve student engagement and eventually advance the purposes of multicultural education. Discussion is held about the implications for institutional policy and teacher training.