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Journal articles on the topic 'Multi/intercultural education'

Author: Grafiati

Published: 18 April 2022

Last updated: 30 July 2025

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1

Kröger, Tarja. "CRAFT AS A BOUNDARY TOOL FOR MULTI- AND INTERCULTURAL EDUCATION: A CASE IN TEACHER EDUCATION." Problems of Education in the 21st Century 47, no. 1 (2012): 91–99. http://dx.doi.org/10.33225/pec/12.47.91.

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Studies on boundary crossing and boundary objects emphasize that boundaries carry potential for learning. However, it is not explicated how the craft could be used as a boundary in multi- and intercultural education. This research describes a case of using craft as a boundary to facilitate multi- and intercultural education. It first gives an overview on the Multi- and Intercultural Craft course including a theoretical part that was organized through a virtual platform, Moodle. The course included also a practical part, a project, where Finnish, exchange students and a group of immigrants from

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Leeman, Yvonne, and Carol Reid. "Multi/intercultural education in Australia and the Netherlands." Compare: A Journal of Comparative and International Education 36, no. 1 (2006): 57–72. http://dx.doi.org/10.1080/03057920500382325.

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Pastena, Andreana. "Intercultural Interactions and Transcultural Competence in the Internationalized Classroom: A Mixed-Method Case Study." Journal of Comparative & International Higher Education 17, no. 3 (2025): 51–57. https://doi.org/10.32674/wp5nj636.

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This study explores the relationship between intercultural interactions and the development of Transcultural Competence among first-year local and international undergraduates in a multi-dimensionally internationalized classroom at a university in Catalonia, Spain. Transcultural Competence accounts for cognitive, affective, linguistic, and identity dimensions within intercultural settings. It adopts a mixed-methods approach, including three Transcultural Competence questionnaires, a contact generator, and individual interviews. Findings reveal that while students initially self-reported high l

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Koriakina, Anzhelina, and Lyudmila Amanbaeva. "Premises for a Multicultural Approach to Education." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 29, no. 4 (2021): 402. http://dx.doi.org/10.53656/str2021-4-5-multi.

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The goal of education at the present stage is development of a person able to participate in intercultural communication in modern multicultural conditions. Based on this goal, modern education should be based on the principles of a multicultural approach to education that can serve as a response to the challenges of ethnic diversity. In order to more fully disclose the value of a multicultural approach to education, we need to examine its premises. In the article, the premises for a multicultural approach to education are analyzed. It is revealed that there are some pedagogical, philosophical

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Silva, Eliuvomar Cruz da, Laury Vander Leandro de Souza, Maria Francisca Nunes de Souza, Neli Brito Moreira, Nelly Mary Oliveira de Souza, and Jennyfer de Souza Arancívia. "ESCOLA INTERCULTURAL." RCMOS - Revista Científica Multidisciplinar O Saber 3, no. 1 (2024): 1–5. http://dx.doi.org/10.51473/ed.al.v3i1.610.

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This article is an excerpt from the theoretical contribution that underlies the Doctoral Thesis that investigates – NATIONAL PROGRAM FOR TRAINING BASIC EDUCATION TEACHERS (PARFOR), IN THE MUNICIPALITY OF SANTO ANTÔNIO DO IÇA – AMAZONAS. The study shows that approaching the principle of interculturality implies an understanding of culture and its diff erent conceptions. We are a multi-ethnic and plural society and this implies a diversity of cultures. The reductionist conception ended up hierarchizing cultures by thinking of them in an evolutionary process, as if one culture had to evolve to re

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Caetano, Ana Paula, Isabel Pimenta Freire, and Elsa Biscaia Machado. "Student Voice and Participation in Intercultural Education." Journal of New Approaches in Educational Research 9, no. 1 (2020): 57–73. http://dx.doi.org/10.7821/naer.2020.1.458.

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This paper presents a multi-case study in the field of intercultural education and it refers to a project named “Voice of children and young people in the development of intercultural education”. The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and asso

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Martini, Elvira. "Intercultural Education: Bring Together Pluralism and Diversity." ATHENS JOURNAL OF SOCIAL SCIENCES 8, no. 1 (2020): 31–44. http://dx.doi.org/10.30958/ajss.8-1-2.

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Large-scale migrations have forced the creation of new scenarios where the sense of absolute freedom clashes with the search for an ideal community. This situation poses problems related to identity, diversity, the ‘discovery of the other’ and, therefore, to identifying forms that allow to bring together more and more multi-cultural populations (Benahbib 2002). The aim of this paper is to reflect on the need to consider the educational process as ‘methodical socialization’ which corresponds to the need for any society to secure the bases of its conditions of existence and of its durability (Fi

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Singh, Manjet Kaur Mehar, Fatin Najwa Amelia Marsani, Paramaswari Jaganathan, and Ahmad Sofwan Nathan Abdullah. "An Intercultural Reading Programme (IRP) to Enhance Intercultural Knowledge among Secondary School Students." English Language Teaching 10, no. 1 (2016): 26. http://dx.doi.org/10.5539/elt.v10n1p26.

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As a multi ethnic country, Malaysia consists of three major ethnic groups mainly Malays, Chinese, and Indians with unity as its building block. Although education is seen as the best medium for the three major ethnic groups to work together, contemporary research shows that there is lack of intercultural understanding among these three ethnic groups. Therefore, this study focused on a classroom intervention to investigate how Malaysian based English literature can be utilized to promote intercultural understanding among Form Four secondary school students via reading. This qualitative research

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Grabowska, Collected. "Works on multi- and intercultural education published in Poland in 2020." Edukacja Międzykulturowa 14, no. 1 (2021): 293–96. http://dx.doi.org/10.15804/em.2021.01.20.

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Brunetti, Immacolata. "The students’ voice." Form@re - Open Journal per la formazione in rete 22, no. 1 (2022): 408–21. http://dx.doi.org/10.36253/form-12665.

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This is a multi-level study in the field of intercultural education and refers to a project called “The voice of students”. The cases are action research projects developed with a group of primary school students. They participated in dialogical processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The aim of the research is to analyze participatory processes and associated changes in relation to intercultural education and relational structures that have emerge

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Choi, Seungeun, and Youngsoon Kim. "Discourse on the Narrative of Coexistence for Intercultural Education." European Journal of Social Sciences Education and Research 9, no. 1 (2017): 14. http://dx.doi.org/10.26417/ejser.v9i1.p14-18.

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The changes are rapid and multi-faceted golablly; and, the issues and people in the world are interconnected and interrelated. Transformative cultural change engages a process at the crossroads of our social and political, while challenging historical narratives. Intercultural education aims to achieve a developing and sustainable way of living together in multicultural societies through the creation of understanding of, respect for and dialogue between the different cultural groups. Narrative is a characteristic of human consciousness that draws the sequence of experienced events and proposed

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Carignan, Nicole, Michael Sanders, and Roland G. Pourdavood. "Racism and Ethnocentrism: Social Representations of Preservice Teachers in the Context of Multi- and Intercultural Education." International Journal of Qualitative Methods 4, no. 3 (2005): 1–19. http://dx.doi.org/10.1177/160940690500400301.

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Using a constructivist inquiry paradigm, the authors attempted in their content analysis to understand the social representations on race and ethnocentrism of preservice secondary teachers studying in an urban university in a Midwest city in the United States. Although social representations can be understood as something in which our participants deeply believe, this study suggests that racial and ethnocentric biases should be examined in the context of multi- and intercultural education. The authors favor a way of revisiting taken-for-granted ideas toward traditional, liberal, and critical o

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Weda, Sukardi, Fathu Rahman, Iskandar Abdul Samad, Fahmi Gunawan, and Siti Sarah Fitriani. "How Millennials Can Promote Social Harmony through Intercultural Communication at Higher Education." Randwick International of Social Science Journal 3, no. 1 (2022): 231–43. http://dx.doi.org/10.47175/rissj.v3i1.398.

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Intercultural communication is a fundamental key to build social harmony. This study aims to investigate students’ perceptions on promoting social harmony through intercultural communication practices in Indonesia as a multi ethnic and multi culture country. It also investigates the elements that are needed to build social harmony in Indonesia, so that the government of the Republic of Indonesia could take the study report as a reference for formulating policy in social development in Indonesia. This study uses a mix-methods research design (quantitative-qualitative) with a descriptive statist

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Zherebtsova, Zhanna, Valentina Pavlova, Irina Frolova, and Irina Mizis. "Linguodidactic fundamentals of intercultural competence development in teaching Russian as a non-native (on the example of the Republic of Dagestan)." Tambov University Review. Series: Humanities, no. 180 (2019): 106–17. http://dx.doi.org/10.20310/1810-0201-2019-24-180-106-117.

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We present the results of educational and methodical work during the implementation of activities on the issues of teaching Russian in a multi-ethnic environment in the Republic of Dagestan. The issues of identifying intercultural competence as a result and criterion of the education quality in a multi-ethnic educational process are considered. We also define the need for expanding the linguodidactic base for the intercultural competence development in teaching Russian through the inclusion of teaching materials with the national and cultural component. The specific practical examples (use of

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Ishihara, Noriko, and Julia Menard-Warwick. "In “sociocultural in-betweenness”: Exploring teachers’ translingual identity development through narratives." Multilingua 37, no. 3 (2018): 255–74. http://dx.doi.org/10.1515/multi-2016-0086.

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Abstract In this article, we investigate second/foreign language teachers’ translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers’ intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers’ identity on their practice but also highlight the influences of language teaching itself on teacher identity development. In this process, an emergent theoretical framework of translingual practice becomes particularly useful in interpreting our participants’ “socio

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Vishnikina, Liubov, and Vitalii Hlukhota. "DEVELOPING INTERCULTURAL COMPETENCE OF FUTURE GEOGRAPHY TEACHERS IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 27, 2023): 48–56. http://dx.doi.org/10.31499/2307-4906.3.2023.289886.

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Formation of intercultural competence in the modern world and contemporary conditions is a relevant scientific and pedagogical issue. The manifestation of modern integration processes leads to a change in perspectives on the necessity of tolerant relations among representatives of different cultures, religions, and viewpoints. Currently, within the context of international development, there is cultural exchange at personal, national, and international levels. Therefore, education has seen the emergence of a need for a culture of communication and cultural dialogue between different countries

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Govaris, Christos, Xanthakou Yota, and Persa Fokiali. "Intercultural Education: Constructing Relationships of Recognition in the Multi-Cultural School Context." International Journal of the Humanities: Annual Review 1, no. 1 (2005): 0. http://dx.doi.org/10.18848/1447-9508/cgp/v01/58117.

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S. Vila Merino, Eduardo. "Cartografías interculturales: procesos educativos y traducción entre culturas." Teoría de la Educación. Revista Interuniversitaria 25, no. 2 (2014): 69–87. http://dx.doi.org/10.14201/11574.

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El presente artículo pretende ofrecer elementos para el debate y la reflexión en torno a consecuencias pedagógicas vinculadas a la interculturalidad y los necesarios, aunque a menudo olvidados, procesos de diálogo y traducción entre culturas que conlleva este término, de manera que contribuya a pensar sobre lo hecho, lo que se hace y lo que habría que hacer en su nombre educativamente. En un primer análisis, más general, se elaboran una serie de reflexiones en torno a las implicaciones económicas, sociales y políticas de lo cultural desde lo «multi» y lo «inter», así como posteriormente de la

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Kang, Buja. "The Relationship Between Korean Language Teachers' Intercultural Sensitivity and Teaching Role Performance: The Mediating Role of Multiple Role Commitment and the Moderating Effect of Emotional Intelligence." Korea Association of Yeolin Education 33, no. 3 (2025): 1–21. https://doi.org/10.18230/tjye.2025.33.3.1.

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The purpose of this study was to examine the mediating effectsof multiple role commitmentson the relationship between intercultural sensitivity and teacher role performance of Korean language teachers and to determine whether emotional intelligence moderates the relationship between the two variables. The subjects of the study were 200 Korean language teachers (48 males and 152 females) who teach Korean language classes at universities and family centers in the Seoul metropolitan area. The results of the analysis showed that, first, multi-role immersion had a significant mediating effect on th

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Augustyniak, Joanna. "Intercultural Education in School Practice on the Example of the City of Koszalin." New Educational Review 33, no. 3 (2013): 50–62. http://dx.doi.org/10.15804/tner.13.33.3.04.

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Ongoing globalization, open borders, emigration and the increasing phenomenon of multiculturalism make it necessary to deal with the diversity of a pluralistic society. It has been extremely important to prepare children and young people to live in such a society, which is to shape their attitudes on the acceptance of cultural diversity, respect and tolerance for minorities or ethnic minorities, to help combat stereotypes, prejudice, racism and xenophobia. This task can be achieved through intercultural education. This article focuses on the analysis of the inclusion of multi – and intercultur

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Van Keer, Rose-Lima, Reginald Deschepper, Luc Huyghens, and Johan Bilsen. "Preventing Conflicts Between Nurses and Families of a Multi-ethnic Patient Population During Critical Medical Situations in a Hospital." Journal of Transcultural Nursing 31, no. 3 (2019): 250–56. http://dx.doi.org/10.1177/1043659619859049.

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Introduction: Little is known about how to avoid intercultural nurse–family conflicts in critical care settings. In this article, strategies are discussed that may be useful to prevent or mitigate intercultural nurse–family conflicts during critical medical situations in hospital. Method: Strategies are based on an ethnographic study by Van Keer et al., other literature, and expert opinion. Results: Sufficient structural measures are needed. First, institutions must create appropriate ward policies, such as including nurses in end-of-life communication. Second, nurses should be coached in the

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Vladimir Igorevich, Bogoslovskiy,, Zhukova, Tatyana Anatolyevna, and Klimova, Irina Iosifovna. "PREDICTING CHANGES IN TEACHER PREPARATION FOR INTERCULTURAL INTERACTION IN REGIONS." Education & Pedagogy Journal, no. 2(4) (December 30, 2022): 78–87. http://dx.doi.org/10.23951/2782-2575-2022-2-78-87.

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Introduction. The article shows the relevance of the problem of changes in the preparation of teachers for intercultural interaction, taking into account the specifics of regions on the territory of Russia. Furthermore, the authors have identified the main tasks, the solution of which will contribute to the development of a predictive model of teacher preparation in the future. Aim. To present an argument for the stages of development of a predictive model of teacher preparation for intercultural interaction. Materials and Methods. The leading methods are the analysis of theoretical literature

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Safonova, Victoria V. "Cultural Studies as a Didactic Means of Improving Intercultural Language Education." European Journal of Language and Literature 7, no. 1 (2017): 76. http://dx.doi.org/10.26417/ejls.v7i1.p76-84.

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Though the issues of integrating cultural studies in language education are often raised in FLT scholarly works (M. Byram- V. Esarte-Sarries, G. Zarate and others), but the question arises what kind of interdisciplinary cultural studies and for what didactic purposes is really needed at different levels of university education. The paper starts with looking at and showing the differences between the following concepts: "cultural studies as a branch of culturology (science of culture)", "cultural studies as an inseparable part of modern language pedagogy" and "Cultural Studies as a university s

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Paras, Andrea, Michael Carignan, Ashley Brenner, Jane Hardy, Jodi Malmgren, and Melanie Rathburn. "Understanding How Program Factors Influence Intercultural Learning in Study Abroad: The Benefits of Mixed-Method Analysis." Frontiers: The Interdisciplinary Journal of Study Abroad 31, no. 1 (2019): 22–45. http://dx.doi.org/10.36366/frontiers.v31i1.441.

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With the proliferation of short term study abroad programs at institutions of higher education, there is a need for more rigorous assessment of how these pr ograms contribute to intercultural learning. This article presents a multi institutional comparative study of students’ intercultural learning in six short term study abroad programs in Canada and the U nited S tates , employing both quantitative and qualitat ive methods. The study combines pre and post IDI survey scores with a qualitative analysis of student writing to present evidence about the impact of specific program features on stud

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Nikolai, Halyna, Mirosław Kisiel, and Yan Peng. "Vocal education in the context of intercultural communication: Experience of teaching chinese students." International Journal of Chinese Education 12, no. 1 (2023): 2212585X2311697. http://dx.doi.org/10.1177/2212585x231169741.

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The article considers vocal education in an intercultural communication perspective, presents corresponding Polish research and experience of Chinese students training in Ukrainian universities. The result of the study is the idea of creating a kind of multi-aesthetic synthesis, where a specific association of vocal activities in different cultures will be made. One example of this is a project that will contain both the European vocal technique elements and the Chinese singing tradition in one performance. The article proves that internationalization processes in higher art education create t

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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.

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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, m

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Carignan, Nicole, Roland G. Pourdavood, Lonnie C. King, and Nosisi Feza. "Social representations of diversity: multi/intercultural education in a South African urban school1." Intercultural Education 16, no. 4 (2005): 381–93. http://dx.doi.org/10.1080/14675980500304371.

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Kim, Juhwan. "“What Is the Alternative Then?” Affective Challenges in Citizenship Education for Sustainable Intercultural Societies." Social Sciences 14, no. 6 (2025): 365. https://doi.org/10.3390/socsci14060365.

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This study explores the ways in which Canadian teachers construe the complexity of citizenship education, utilizing the key concepts of affect and difficult knowledge to examine the challenges to democratic citizenship within increasingly diverse intercultural societies. The findings from the semi-structured qualitative interviews with six social studies teachers reveal how affective dynamics emerge prominently as they grapple with tensions between idealized conceptions of multi- and intercultural citizenship and ongoing challenging issues (e.g., social inequality and exclusion). The findings

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Candau, Vera Maria, and Miriam Soares Leite. "A didática na perspectiva multi/intercultural em ação: construindo uma proposta." Cadernos de Pesquisa 37, no. 132 (2007): 731–58. http://dx.doi.org/10.1590/s0100-15742007000300011.

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Este trabalho se situa no contexto da pesquisa Ressignificando a Didática na Perspectiva Multi/Intercultural, realizada com o apoio do Conselho Nacional de Pesquisas Tecnológicas, no período de 2003 a 2006. Teve por principal objetivo construir e desenvolver, em caráter exploratório, um curso de Didática dirigido à licenciatura em Pedagogia, na perspectiva multi/intercultural, com abordagem metodológica inspirada na pesquisa-ação. A experiência desenvolveu-se durante um semestre letivo e foi realizada pela equipe do Grupo de Pesquisas sobre Cotidiano Escolar, Educação e Cultura(s), composta po

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Wei, Xushan. "How Educational Intercultural Bilingualism has shaped indigenous people language learning in Mexico: Decolonial challenges." Journal of Language Teaching 3, no. 3 (2023): 1–7. http://dx.doi.org/10.54475/jlt.2023.003.

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Educational Intercultural Bilingualism (EIB), this approach to language education in multi-ethnic integration countries has received attention from a wide range of experts and scholars. This is because the right to be educated in one's mother tongue and to speak a dialect based on indigenous people often does not coexist with the official language of cultural identity at the national level. Better inclusion and valuing the place of indigenous people in the national cultural identity makes language education a social movement for equity and adaptation progress. This paper will focus on the EIB

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김혜숙. "Teaching-Learning Ways of Intercultural Korean Language Education - For Convergenced-Type Grammar Education in Multi-culture Society." KOREAN EDUCATION ll, no. 93 (2012): 5–46. http://dx.doi.org/10.15734/koed..93.201212.5.

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Knoblauch, Christoph. "Reframing Teacher Education Through International Collaboration." International Journal of Advanced Corporate Learning (iJAC) 17, no. 3 (2024): 13–21. http://dx.doi.org/10.3991/ijac.v17i3.42895.

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This paper focuses on a multi-method study that investigates students’ attitudes and preferences toward project-based collaboration in diverse international contexts. The courses under scrutiny were developed and taught as part of an international blended learning collaboration in teacher education between Dr. Ambedkar University (AUD) in India and Ludwigsburg University of Education (LUE) in Germany. The primary focus of this paper is to analyze and discuss students’ experiences in international project-based environments, with a particular emphasis on the theme of diversity in teacher educat

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Allwood, Jens, and Ralph Schroeder. "Intercultural Communication in Virtual Environment." Journal of Intercultural Communication 2, no. 2 (2000): 1–14. http://dx.doi.org/10.36923/jicc.v2i2.375.

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In this paper we explore and describe aspects of intercultural communication in an Internet based virtual environment. In spite of a massive Anglo-American dominance, the Internet share of non-English language use and of participants from non-English speaking countries is steadily increasing (cf Flydal). Our study is based on observing spontaneous text-based communication in a potentially multilingual and multicultural setting, the Active Worlds multi-user VR system. The paper examines a number of features of this communication, such as length of contributions, languages used, origins of parti

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Raybourn, Elaine M. "Honing Emotional Intelligence with Game-Based Crucible Experiences." International Journal of Game-Based Learning 1, no. 1 (2011): 32–44. http://dx.doi.org/10.4018/ijgbl.2011010103.

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The focus of the present paper is the design of multi-player role-playing game instances as crucible experiences for the exploration of one’s emotional intelligence. Subsequent sections describe the design of game-based, intercultural crucible experiences and how this design was employed for training with members of the United States Marine Corps (USMC). This work with the USMC is presented as a case study and example of the use of crucible experiences in game-based learning. Crucible experiences are learning opportunities relevant across a number of different domains and disciplines such as e

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Lungulov, Biljana, and Olivera Gajić. "Multiculturalism as a socio-historical context of intercultural learning and development of intercultural curriculum." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 1 (2022): 335–51. http://dx.doi.org/10.5937/zrffp52-34165.

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The paper analyses the phenomena of multiculturalism and interculturalism as social movements, as ubiquitous values, and significant and relatively progressive practices of contemporary society, and especially as an integral part of the curricula and outcomes of education policy. Multiculturalism is most often defined as a political ideology, or as a social practice that insists on the fact that every society is composed of diverse cultural groups, which is why it is necessary for all of them to have an equal position in society. However, multiculturalism is not only a given state of cultural

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Dicusara, Olga. "Cultural literacy, premised in the training of intercultural competence for future teachers." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (February 2024): 93–99. http://dx.doi.org/10.59295/sum9(169)2024_14.

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Intercultural education is an extremely complex multi- and interdisciplinary field of knowledge, which has as its fundamental priorities the shaping of the human personality in the sense of understanding, acceptance and personal valorization of cultural, ethnic, religious or racial differences. Within the current European landscape of immigration and continuous change, the fluidity and rhetoric of identity construction requires a citizenship education that can adapt to this dynamic process. We aim to address in this article cultural literacy which includes a set of values and dispositions deve

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Tkachenko, Olena, and Maryna Zhukova. "INTERCULTURAL COMPETENCE AS WELL AS ACCULTURATIVE STRESS AND SHOCK IN PSMU INTERNATIONAL APPLICANTS." Scientific Journal of Polonia University 54, no. 5 (2022): 107–11. http://dx.doi.org/10.23856/5415.

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The article is devoted to the actual multi-disciplinary problems of intercultural competence, cross-cultural adaptation forming and development in the higher education foreign applicants. The present time is accompanied by vast exchange of the foreign students on one hand and multiple factors affecting their proper adjustment on the other hand in part remote education, stresses, war situation and various diseases of dys-adaptation. It increases the topic studied actuality. The scientists from many countries paid and pay much attention to search the way and mechanisms of the International stude

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Pastena, Andreana. "Intercultural Relationships in an Internationalised Undergraduate Classroom: Do They Influence Transcultural Competence?" European Journal of Education 60, no. 1 (2025): 1–13. https://doi.org/10.1111/ejed.70049.

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ABSTRACTHigher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in‐class intercultural relationships influence transcultural competence within a multi‐dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first‐year students, the study adopts a mixed‐method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of

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Mao, Yan Fen, Ming Chen, Hans Wiedmann, and Xiao Feng. "Effects of Multi-Disciplinary and Intercultural Engineering Education in Automotive Engineering/Service at CDHAW of Tongji University." Advanced Materials Research 156-157 (October 2010): 177–84. http://dx.doi.org/10.4028/www.scientific.net/amr.156-157.177.

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This paper examined the requirements of economy, industry and society for the education of engineers in the field of automotive engineering/service (AES). It introduced a novel engineering education model and investigates the effects at its implementation in a Sino-German educational research project in Tongji University. From three main requirements for engineers in automotive industry, it discussed the orientation and features of AES which focus on application-oriented, multi-disciplinary, and intercultural education. The objective of AES is to educate competent engineers meeting industrial

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Matonis, Vaidas. "Towards Paradigm of Education Appropriate to the Transition of Contemporary Way of Thinking." Pedagogika 114, no. 2 (2014): 118–29. http://dx.doi.org/10.15823/p.2014.010.

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The purpose of the article is to show the problem of today to educate multi-dimensional man with positively oriented way of thinking in the context of tendencies of European cultural development and globalization. Research objectives are: 1) to disclose the weaknesses of some aspects both of Frankfurt school social theory, and globalization in changing traditional cultural elements and ways of thinking. 2) To found the perspectives of the education of understanding multi-dimensional man. 3) To give an educational interpretation of factors of mind changing in pursuance to promote cultural aware

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Yılmaz, Medine, Hatice Yıldırım Sarı, Meltem Ünlü, and Perihan Yetim. "Investigating intercultural effectiveness of paediatric nurses in a Turkish hospital." British Journal of Nursing 29, no. 3 (2020): 152–58. http://dx.doi.org/10.12968/bjon.2020.29.3.152.

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Background: Cultural competence, an important part of patient-centred care, has been on the nursing agenda for many years. Aim: The aim of this study was to measure the intercultural effectiveness level of paediatric nurses, and to explore relationships between the level of intercultural effectiveness and some sociodemographic variables in paediatric nurses. Method: The study was conducted at İzmir Tepecik Training and Research Hospital's children's clinics in Turkey. A convenience sample of 98 paediatric registered nurses practising at the hospital was evaluated. To collect the study data, a

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Freitas, Stephany Castro, Juliana Guimarães Saneto, and Ivan Marcelo Gomes. "- Comprehensions of physical education at Guarani multi-teacher school in Espírito Santo." Revista Tempos e Espaços em Educação 15, no. 34 (2022): e18028. http://dx.doi.org/10.20952/revtee.v15i34.18028.

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This article analyses the comprehension of Physical Education at Três Palmeiras’ indigenous pluridocent village municipal school. The study was constituted as qualitative, been set up as a descriptive and interpretative. The methodology was fulfilled with: participant observation of the Physical Education classes and the school dynamics in village context; field diary notes; registry of images; remote interviews, during the time of social isolation, thru apps of conversation/interaction. During our process of immersion of Três Palmeiras’ village context, located in Aracruz (ES), it was possibl

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Kasmer, Lisa Ann, and Esther Billings. "Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program." Frontiers: The Interdisciplinary Journal of Study Abroad 29, no. 2 (2017): 1–17. http://dx.doi.org/10.36366/frontiers.v29i2.389.

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This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.

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Wirag, Andreas. "Towards Cognitive Cultural Didactics in foreign language education." Journal of Language and Cultural Education 12, no. 3 (2024): 1–6. https://doi.org/10.2478/jolace-2024-0012.

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Abstract Despite significant advances in the conception of cultural teaching and learning in recent decades, some unresolved problems remain. In Intercultural Learning, the cultures between which learners mediate still appear as bounded, nation-type cultures. In Transcultural Learning, it is unclear how learners could acquire knowledge of an unstable, dynamic, and hybrid object. This article suggests Cognitive Cultural Didactics, which relies on the concept of cognitive scripts, i.e., generic mental representations of everyday activities. Cognitive Cultural Didactics reconsiders cultural learn

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Morosh, A., N. Tarasovskaya, G. Kabdolova, Sh Khamzina, and S. Solovyev. "The use of multilingualism in excursion classes in biology (on the example of the greenhouse of the children's and youth center for ecology and tourism)." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (2021): 99–108. http://dx.doi.org/10.31489/2021ped1/99-108.

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Education is an area of social and cultural human’s life, which is made becoming spiritually mature, highly moral person, able to defend the universal, common cultural values. Education is impossible without accomplishment, and accomplishment should be targeted. Multicultural component in the educational system of any educational institution at the moment is vital, especially in our multinational country. A special place in the education of children and adolescents take humanities, and in particular the study of foreign languages by children. At the present stage in the conditions of intercult

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Chovancova, Lucia. "Concepciones encontradas en torno a la literatura intercultural: el caso de la literatura infantil y juvenil." Ocnos: Revista de estudios sobre lectura, no. 14 (November 26, 2015): 28–41. http://dx.doi.org/10.18239/ocnos_2015.14.03.

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En este trabajo se analizan las distintas concepciones existentes en torno a la literatura infantil y juvenil denominada intercultural. Se comparan las concepciones que emanan de dos conjuntos de discursos académicos dedicados a este tema: los provenientes de centros de investigación españoles y de los estadounidenses. El análisis se centra en los criterios de definición de esta literatura: el criterio estético-formal, el temático-representacional, el de autoría y el axiológico. Se descubre que las diferentes maneras de concebir la literatura infantil y juvenil multi e intercultural se corresp

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Mahmud, Malissa Maria, and Shiau Foong Wong. "Understanding the repercussions of intercultural communicative competence: a study on the degree of students’ cultural awareness, social and communication skills." Journal of Human Sciences 13, no. 3 (2016): 5561. http://dx.doi.org/10.14687/jhs.v13i3.4093.

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Demographic change is transforming the way we communicate. In many parts of the world, the society has become increasingly multicultural and multi-ethnic. In this context, intercultural cognizance is one of the pivotal facets for intercultural communication. The recent years has seen the emergence of the intercultural communicative competence (ICC) concept permeating the education field thereby a large and growing body of literature has commenced to investigate the concept of intercultural communicative competence (ICC) and its repercussion in the context of teaching and learning. The notion o

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Roth, Maximilian, Daniel Lonic, Florian D. Grill, et al. "NAM—help or burden? Intercultural evaluation of parental stress caused by nasoalveolar molding: a retrospective multi-center study." Clinical Oral Investigations 25, no. 9 (2021): 5421–30. http://dx.doi.org/10.1007/s00784-021-03850-7.

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Abstract Objectives Nasoalveolar molding (NAM) was developed to facilitate easier treatment and better outcomes for cleft lip and palate (CLP) patients. The aim of this study was to investigate the parental burden and possible intercultural differences of this treatment modality, which is often argued to burden parents to an extraordinary amount. Materials and methods Standardized questionnaires (available in English, Mandarin, and German) with 15 non-specific and 14 NAM-specific items to be retrospectively answered by Likert scales by parents of unilateral CLP patients with completed NAM trea

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Héliot, YingFei, Jenna Mittelmeier, and Bart Rienties. "Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences." Studies in Higher Education 45, no. 11 (2019): 2356–70. http://dx.doi.org/10.1080/03075079.2019.1610865.

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Cudowska, Agata. "Migracje jako wyzwanie dla pedagogiki i edukacji międzykulturowej." Edukacja Międzykulturowa 22, no. 3 (2023): 64–77. http://dx.doi.org/10.15804/em.2023.03.04.

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The aim of the article is to show the issue of migration, its specificity and scale, and to indicate the challenges that this 21st century phenomenon poses to pedagogy and intercultural education. The multi-million crowd of migrants coming from a different cultural circle poses new challenges for the communities. Their essence is the need to overcome a reducing vision of the world. The research problem here is the understanding of the complexity of the international migration movement, and the introduction of the notion of taming strangeness and the category of the Other as a response of inter

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