Academic literature on the topic 'Intercultural environments'
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Journal articles on the topic "Intercultural environments"
Ricardo Barreto, Carmen Tulia, and Jorge Miguel Mizuno Haydar. "La docencia en entornos virtuales interculturales." Zona Próxima, no. 12 (May 18, 2022): 62–75. http://dx.doi.org/10.14482/zp.12.193.54.
Full textGirik Allo, Markus Deli. "Intercultural Communication in EFL Classrooms." Ethical Lingua: Journal of Language Teaching and Literature 5, no. 2 (September 8, 2018): 159–70. http://dx.doi.org/10.30605/ethicallingua.v5i2.1036.
Full textTomé, María, Lucía Herrera, and Sonia Lozano. "Teachers’ Opinions on the Use of Personal Learning Environments for Intercultural Competence." Sustainability 11, no. 16 (August 18, 2019): 4475. http://dx.doi.org/10.3390/su11164475.
Full textCuevas Álvarez, María Cruz, Marco Pérez Mendoza, and Gerardo Ulises Arias Moguel. "INTERNACIONALIZACIÓN DEL CURRÍCULUM PARA DESARROLLAR LA COMPETENCIA INTERCULTURAL EN ESTUDIANTES DE NEGOCIOS." Investigación & Negocios 14, no. 23 (May 31, 2021): 196. http://dx.doi.org/10.38147/invneg.v14i23.136.
Full textKnap-Stefaniuk, Agnieszka, and Joan Sorribes. "Intercultural Management as an Important Aspect of Modern Managers’ Work: Educational Challenges." Studia Paedagogica Ignatiana 25, no. 1 (March 31, 2022): 155–73. http://dx.doi.org/10.12775/spi.2022.1.008.
Full textSusilo, Susilo. "PRE-SERVICE TEACHERS’ TEACHING SKILLS, ENGLISH PROFICIENCY, INTERCULTURAL SENSITIVITY, EXPOSURE TO FOREIGN CULTURE ACROSS L2 ENVIRONMENTS." International Journal of Language Education 1, no. 1 (March 5, 2019): 55. http://dx.doi.org/10.26858/ijole.v1i1.6929.
Full textAbid, Nadia, Asma Moalla, and Iraj Omidvar. "The Use of a Blog for the Development of Intercultural Communicative Competence: the case of Tunisian and American Students." SHS Web of Conferences 88 (2020): 02011. http://dx.doi.org/10.1051/shsconf/20208802011.
Full textLuo, Xinjie, Chubai Liu, and Qingsheng Lu. "A Case Study of Intercultural Sensitivity of Junior School Students in an International School." English Language Teaching 15, no. 1 (December 23, 2021): 69. http://dx.doi.org/10.5539/elt.v15n1p69.
Full textLEPRATTI, Raffaello, and Petra KOEPPEL. "INTERCULTURAL AND INTERDISCIPLINARY ISSUES ON VIRTUAL CO-OPERATIVE ENVIRONMENTS." IFAC Proceedings Volumes 38, no. 1 (2005): 13–18. http://dx.doi.org/10.3182/20050703-6-cz-1902.01385.
Full textA Straka, Douglas. "Intercultural Communication Between International Military Organizations: How Do You Turn a ‘No’ Into a ‘Yes’?" Muma Business Review 3 (2019): 071–74. http://dx.doi.org/10.28945/4397.
Full textDissertations / Theses on the topic "Intercultural environments"
Dolatabadi, Hamid Reza. "Intercultural discourse in virtual learning environments." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110262.
Full textAl-Mousa, Ahmad, and Ahmad mousa@mac com. "Developing Diversity Strategies to Address Complex Operating Environments." RMIT University. Management, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090302.122501.
Full textOliveira, Maria de Fatima. "Multicultural Environments and their Challenges to Crisis Communication." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/92288.
Full textPh.D.
In a global business environment, cultural understanding is an essential tool for successful communication and relationship building between organizations and audiences. However, the power of cultural values to modify individuals' ways of thinking and communicating is not well understood in terms of crisis communication management. Therefore, this study applied Sue's (1991, 2001) theory of cultural competence to examine the effect of cultural values on crisis communication planning, using three methodological approaches. First, grounded theory analysis was applied to qualitative interviews with 25 communication professionals concerning cultural influences on crisis. Second, a national online survey (N=172) assessed communication practitioners' attitudes toward, and knowledge about, other cultures, and their skills to respond to diverse cultures. Third, media portrayals of corporate crises were examined with semantic network analysis of news articles from the New York Times, USA Today, and the Wall Street Journal between January 1, 2007 and December, 31, 2008, to identify whether cultural aspects were mentioned. These approaches yielded five main findings. First, PR practitioners had difficulties in defining multiculturalism, often equating cultural diversity with communicating with Latinos. Second, interviewees saw cultural differences as just one aspect of diversity, emphasizing that age, religion, and education differences also affect corporate discourse. Third, although professionals considered culture a key element of crisis management, they did not feel prepared to handle the challenges of a multicultural crisis, nor did they report that they used culturally adjusted crisis strategies often. Fourth, regression analyses conducted on the survey data showed that skills to manage multicultural situations and openness to diverse knowledge significantly predict the relevance professionals attributed to culture when designing crisis communication strategies. Fifth, media accounts of crises did not mention cultural elements in the three newspapers investigated. By integrating cultural competence and crisis management frameworks, this study provides the foundation for an in-depth understanding of crises, where scholars can pair crisis strategies with audiences' cultural expectations. Instructors can incorporate this framework to their courses, preparing PR students to new demands of the profession. Finally, training initiatives focused on increasing levels of cultural competence can make organizations ready to the challenges of a global market.
Temple University--Theses
Noble, Nicole C. "Intercultural understanding in global education communities : tracing intercultural education in a pre-service teacher training program at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3961.
Full text334 leaves single sided printed, preliminary pages i-xiv and numbered pages 1-322. Includes bibliography, abbreviations and list of figures.
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ENGLISH ABSTRACT:The world is at a rapid pace being confronted with the need to shift national education policies that reflect basic human rights, with equity and fairness to the forefront. Along side of this herald are demonstrations of active mobilizations on the part of institutions of higher learning to "internationalize" their policies and programs to help to produce global citizens that effectively interact in international settings. As South Africa experiences changing scenes in educational reform government officials, practitioners, and educators face a number of challenges. Particularly, those related to cultural interactions when engaging in activities across the diaspora of school environments. Often these challenges serve as impediments to open communication, understanding and sensitivity amongst diverse cultural groups. As these impediments are faced in classrooms teachers increasingly find themselves at a deficit to adequately host learning environments conducive to its participants. Institutions of higher learning have a responsibility to provide the kind of intercultural dialog that entrenches policies and program curricula that speak to the needs of diverse communities, in particular those preparing future teachers. The research introduces the concept of global education communities to contribute towards shaping the kind of institutions that provide opportunities for students to practice, and become skilled in intercultural understanding. The research also raises serious discussion through the proposal of the elements of intercultural education towards contributive measures to address intercultural education, communication, and training. A case study of a four year pre-service general education training program (BEd GET) at the University Stellenbosch was conducted to trace and examine the presence of intercultural education. Data was collected by means of triangulated document analysis, interviews, and questionnaires. The research looked to a metaphoric analogy using Appreciative Inquiry, power with, and elements of intercultural education. The data was analyzed using qualitative strategies including classification and category construction, with imaginative variation and heuristic inquiry. The findings revealed that themes from intercultural education found expression or appearance in some aspects of the program outcomes, various module offerings, and teacher practice and approaches of the BEd GET curriculum. While the research also revealed that intercultural education does not appear to be a wholly attended pedagogy and practice in the GET program, the findings and interpretations revealed that intercultural education has numerous opportunities for expression and appearance to lay foundations for intercultural practice in theory. Another dimension of the research also revealed that students and lecturers collectively were not familiar with the concept of intercultural education, nor could a distinction between multicultural, and intercultural education be made. Furthermore, students' understandings and feelings reveal some resistance to themes in cultural diversity. The findings seem to reveal a need to incorporate strategies that raise intercultural consciousness. In view of the University of Stellenbosch's plan to internationalize, the findings present critical implications and recommendations toward incorporating intercultural pedagogy and practice into the methodological framework of the BEd General Education program. It finally poses future program and module development with respects to intercultural education and practice through the suggested use of the Hammer and Bennett's (1998, 2002) Intercultural Development Inventory (IDI).
AFRIKAANSE OPSOMMING: Die wereld word teen 'n versnelde tempo gekonfronteer met die noodsaaklikheid om nasionale onderwysbeleid wat menseregte, veral billikheid en regverdigheid, op die voorgrond stel. Saam met hierdie oproep is daar aanduidings van die mobilisering van institusies van hoer opvoeding om hu1le beleid en programme te "internasionaliseer" om burgers te vorm wat effektief met 'n globale wereld kan omgaan. Soos wat Suid-Afiika veranderende situasies ervaar in onderwyshervorming, word amptenare, praktisyns, opvoeders en ander betrokke in onderwysgemeenskappe gekonfronteer met 'n verskeidenheid uitdagings. Veral die verbonde aan kulturele interaksies betrokke by 'n diaspora van skoolomgewings. Die uitdagings dien dikwels as hindernisse vir oop kommunikasie, begrip en sensitiwiteit tussen verskillende kulturele groepe. In besonder wanneer hierdie hindernisse in klaskamers aangedurf word deur onderwysers wat meesal self 'n tekort aan voldoende leerervaring het om leeromgewings in belang van die deelnemers te fasiliteer. Hoeronderwys institusies het 'n verantwoordelikheid om beleid en programkurrikula te voorsien wat interkulturele dialoog verskans wat spreek tot die behoeftes van diverse gemeenskappe, veral die wat voornemende onderwysers voorberei. Die navorsing stel die konsep globale onderwysgemeenskappe voor om by te dra tot die vorming van institusies wat geleenthede skep vir studente om interkulturele begrip te oefen en vaardig daarin te word. Die navorsing stel elemente van interkulturele onderwys voor wat kan dien tot die bevordering van dialogiese betrokkenheid in interkulturele onderwys, kommunikasie en opleiding. 'n Gevallestudie van 'n vierjaar voordiens algemene onderwysprogram (BEd Algemeen) by die Universiteit van Stellenbosch was ondemeem vir spore van en om die voorkoms van interkulturele onderwys in oenskou te neem. Data is versamel deur middel van 'n getrianguleerde dokument analise, onderhoude en vraelyste. Die navorsing kyk na 'n metaforiese analogie waarin waarderende ondersoek, mag-met, en elemente van interkulturele onderwys gebruik is. Vir die analise van die data is kwalitatiewe strategiee gebruik, wat klassifikasie en kategorie konstruksie in kombinasie met verbeeldingsryke variasie en heuristiese ondersoek insluit. Die bevindings toon dat temas van interkulturele onderwys uitdrukking vind of verskyn in aspekte van die programuitkomste, verskillende module aanbiedings, en onderwys praktyke en benaderings van die BEd Algemeen kurrikulum. Terwyl ook bevind is dat interkulturele onderwys nie werklik in die pedagogie en praktyk van die program figureer nie, toon die interpretasie talle geleenthede om interkulturele praktyk te vestig en tot uitdrukking te bring. 'n Ander faset van die navorsing het getoon dat studente en lektore kollektief nie bekend is met die konsep van interkulturele onderwys nie, en dat dit nie onderskei kon word van multikulturele nie. Boonop, het studente se begrip en gevoelens 'n neiging tot verset teenoor temas van kulturele diversiteit getoon. Die bevindinge suggereer 'n behoefte aan die insluiting van strategiee om interkulturele bewussyn te verhoog. In die lig van die Universiteit van Stellenbosch se planne om te internasionaliseer, hou die bevindinge kritiese implikasies en aanbevelings in vir die inkorporasie van interkulturele pedagogie en praktyk in die metodologiese raamwerk van die BEd Algemeen-program. Dit stel die ontwikkeling van modules in interkulturele onderwys en praktyk voor deur die gebruik van Hammer en Bennett se (1998,2002) Intercultural Development Inventory (IDI).
Lucero, David Milford. "Impact of Intercultural Competence on Communicative Success in L2 Environments(With Reference to Missionaries of The Church ofJesus Christ of Latter-day Saints)." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7775.
Full textShliakhovchuk, Olena. "Cultural literacy acquisition through video game environments of a digitally born generation." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/130848.
Full text[CAT] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural
[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacy
Shliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/130848
TESIS
Einarsson, Anneli. "Interkulturell kompetens i skolan Möten mellan elever från olika kulturella lärandemiljöer Intercultural competence i shcool Meetings between pupils from culturally different learning environments." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33939.
Full textAmbard, Céline, and Gérald Autier. "Negotiating in an intercultural environment-A Swedish perspective." Thesis, Linköping University, Department of Management and Economics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1884.
Full textIntercultural negotiations are playing an increasing role in the globalisation nowadays. Business negotiators are now facing negotiations in which they have to meet people from all over the world because of the development of different market places. Sweden is particular case of this internationalization. Swedish negotiators have to use their skills with new collaborators. Their particularities are of relevance for any international negotiator who will have to negotiate with them.
Evanoff, Richard. "A constructivist approach to intercultural dialogue on environmental ethics." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403730.
Full textBaumann, Uwe. "Exploring intercultural communicative competence in a distance language learning environment." Thesis, Open University, 2010. http://oro.open.ac.uk/45970/.
Full textBooks on the topic "Intercultural environments"
Zhu, Jiani. Chinese Overseas Students and Intercultural Learning Environments. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7.
Full textMulticultural behavior and global business environments. New York, N.Y: International Business Press, 2002.
Find full textComputer-mediated communication across cultures: International interactions in online environments. Hershey, PA: Information Science Reference, 2011.
Find full textNational Association of Student Personnel Administrators (U.S.), ed. Creating inclusive campus environments: For cross-cultural learning and student engagement. [Washington, D.C.]: NASPA, 2008.
Find full textInc, ebrary, ed. Environmental ethics: Intercultural perspectives. Amsterdam: Rodopi, 2009.
Find full textG, Rueschhoff Norlin, and Schaum Konrad, eds. Christian business values in an intercultural environment. Berlin: Duncker & Humblot, 1989.
Find full textWho guards the guardians?: Intercultural dialogue on environmental guardianship. Lanham, MD: University Press of America, 2002.
Find full textHepworth, Janice C. Intercultural communication: Preparing to function successfully in the international environment. Denver, CO, USA (1190 S. Colorado Blvd., Suite 201, Denver 80222): University Centers, 1990.
Find full textLa tecnología desde la perspectiva intercultural. Girona: Documenta Universitaria, 2006.
Find full textEducación ambiental e intercultural: Dos experiencias andino-amazónicas. Lima: Editorial San Marcos, 2006.
Find full textBook chapters on the topic "Intercultural environments"
Jemielity, David. "Translation in intercultural business and economic environments." In The Routledge Handbook of Translation and Culture, 533–57. New York, NY : Routledge, 2018. | Series: Routledge handbooks in translation and interpreting studies: Routledge, 2018. http://dx.doi.org/10.4324/9781315670898-30.
Full textLim, Alvin Eng Hui. "Digital Environments for Intercultural Content: A Case Study on the Asian Shakespeare Intercultural Archive." In Digital Echoes, 191–211. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73817-8_10.
Full textZhu, Jiani. "Approaching the End: Appreciating the German Learning Environment." In Chinese Overseas Students and Intercultural Learning Environments, 175–86. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_6.
Full textZhu, Jiani. "An Introduction to International Chinese Students." In Chinese Overseas Students and Intercultural Learning Environments, 1–40. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_1.
Full textZhu, Jiani. "Review of Literature on International Chinese Students." In Chinese Overseas Students and Intercultural Learning Environments, 41–102. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_2.
Full textZhu, Jiani. "An Unprepared Academic Journey: Pre-departure Adjustment." In Chinese Overseas Students and Intercultural Learning Environments, 103–29. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_3.
Full textZhu, Jiani. "A Hard Landing: Beginning the Study Abroad." In Chinese Overseas Students and Intercultural Learning Environments, 131–55. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_4.
Full textZhu, Jiani. "The Battle Continues: Negotiating with the Differences." In Chinese Overseas Students and Intercultural Learning Environments, 157–73. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_5.
Full textZhu, Jiani. "Key Factors Influencing Chinese Students’ Academic Adjustment." In Chinese Overseas Students and Intercultural Learning Environments, 187–210. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_7.
Full textZhu, Jiani. "Reflections and Implications." In Chinese Overseas Students and Intercultural Learning Environments, 211–34. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_8.
Full textConference papers on the topic "Intercultural environments"
Orțan, Florica. "Students’ Participation To Virtual Learning Environments And Attitudes Towards Intercultural Education Programs." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.56.
Full textRender, Darshini N., Horane A. Holgate, and Charles A. Calahan. "Facilitating Intercultural Development: Preparing Future Engineers for Multidisciplinary Teams and Multicultural Environments." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659209.
Full textYeum, YongChul, DaeYoung Kwon, SeungWook Yoo, WonGyu Lee, Susumu Kanemune, and Yasushi Kuno. "Multilingual Programming Language Environments for Intercultural Collaboration of Programming Education in K-12." In 2007 International Conference on Convergence Information Technology (ICCIT 2007). IEEE, 2007. http://dx.doi.org/10.1109/iccit.2007.292.
Full textYeum, YongChul, DaeYoung Kwon, SeungWook Yoo, WonGyu Lee, Susumu Kanemune, and Yasushi Kuno. "Multilingual Programming Language Environments for Intercultural Collaboration of Programming Education in K-12." In 2007 International Conference on Convergence Information Technology (ICCIT 2007). IEEE, 2007. http://dx.doi.org/10.1109/iccit.2007.4420498.
Full textAsrizal Razali, Mohd, Noranis Ismail, and Nurzihan Hassim. "Immersive intercultural experience for graphic communication studies through virtual reality." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p59.
Full textMoreira, Darlinda, and Gabriel Antão. "“Nobody is strange”: mobility and interculturality in higher education from the viewpoint of a group of Portuguese international music students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5329.
Full textChang, Ting-Han. "Examining the Relationship of Culturally Engaging Campus Environments and Intercultural Competence Among Undergraduate Students." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894620.
Full textGarza-Olivares, X., RN Cavazos-Montemayor, and M. Lopez. "GLOBAL CLASSROOM: INTERNATIONALIZATION FOR UNDERGRADUATE STUDENTS AMID THE PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7106.
Full textMaccarrone, Maria. "Cycle End of Boats' life and Coasts for creative projects on built environments in the post-pandemic future." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021267n4.
Full textAleandri, Gabriella, and Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.
Full textReports on the topic "Intercultural environments"
Vasilenko, L. A. Sociocultural environment of the Internet: intercultural communications. Intercultural and Interreligious Dialogue for Sustainable Development: proceedings of the international conference; Moscow, Russian Academy for Public Administration under the President of the RF., 2008. http://dx.doi.org/10.18411/vasilenko-3-14.
Full text