Many studies in online learning and teaching tend to be less concerned with cultural engagement or regarded as an additional dimension to learner engagement. Specifically, it remains unclear how cultural engagement can be integrated in course design. In this context, this study aims to articulate cultural engagement as a pedagogical system. To do so, (a) the concept of cultural engagement is defined, (b) selected learner engagement frameworks are critically reviewed, and (c) 30 students and three instructors from three Thai online courses as a non-Western case are interviewed and thematically analyzed to discover unique cultural engagement. As a result, three themes including "a sense of community belonging, a hierarchical but harmonious relationship with seniors, and culturally representative communication and collaboration" are articulated. A new conceptual framework is suggested to ensure that cultural engagement as a pedagogical system leads course development to authentic learner engagement.