With the increasing globalization of education and employment, effectively contextualizing educational courses for diverse cultural settings has become critical. However, there is a significant gap in understanding how varying cultural dimensions may impact the process of course redesign. In this research, we investigate the integration of existing models of cultural dimensions with the Learning Engineering process as a Cultural Dimensions of Learning Engineering framework (CDLE) to aid in the design and evaluation of course design within multiple cultural contexts. The context of this study is the instructional redesign of adapting US-based courses for Industrial Training Institutes (ITIs) in India. We interviewed three subject matter experts, focusing on their perceptions of cultural dimensions and the implementation of our proposed CDLE in course redesign contextualization. Our findings reveal common patterns in how cultural dimensions are considered in the course redesign process. All three experts emphasized the importance of treating teachers and students equally, valuing collaboration and competition uniformly, and aiming for a long-term goal of satisfaction with disciplined, well-planned short-term actions. These findings suggest that CDLE incorporates cultural dimensions into the learning design process, offering design recommendations and evaluation guidelines for future course contextualization efforts. With our framework, we hope that practitioners and course developers can develop more culturally relevant courses, leading to improved learning outcomes.