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Education Sciences
Special Issues
Cross-Cultural Education: Building Bridges and Breaking Barriers
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Cross-Cultural Education: Building Bridges and Breaking Barriers

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 28 February 2026 | Viewed by 46641

Special Issue Editor

Prof. Dr. Miri Shonfeld

E-Mail Website
Guest Editor
Online College, Kibbutzim College of Education, Technology and the Arts, Tel Aviv 62507, Israel
Interests: technology in education, intercultural education, virtual worlds

Special Issue Information

Dear Colleagues,

In an era of rapid globalization, society faces the challenge of adapting to an increasingly interconnected world while ensuring equity and embracing diversity. Education and the labor market are transcending spatial and temporal barriers, fostering multinational collaboration through advanced information and communication technologies (ICT). The digital landscape now enables instant global connections, offering a plethora of tools for learning, working, creating, and collaborating across cultures, while also presenting opportunities to address systemic inequities.

As cross-cultural encounters become more frequent, individuals are presented with both enriching experiences and potential challenges. The risk of cultural clashes and societal division underscores the critical need for effective cross-cultural education that promotes equity and celebrates diversity. This Special Issue aims to explore the role of cross-cultural education as a catalyst for breaking barriers, building bridges between diverse communities, and fostering a more equitable society.

We invite experts and practitioners to contribute their insights on best practices for cultivating intercultural competence, promoting equity, and fostering a harmonious multicultural society that values diversity. Our focus is on methodologies that have demonstrably reduced prejudice, enhanced confidence, increased competence in cross-cultural interactions, and advanced equity in educational and social contexts. We are particularly interested in approaches that have the potential for replication across various educational systems and levels.

This Special Issue welcomes both research and theoretical papers addressing, but not limited to, the following topics:

  • Innovative methodologies for developing intercultural competence and promoting equity;
  • The role of technology in cross-cultural education and advancing diversity initiatives;
  • Strategies for bridging cross-cultural conflicts and addressing systemic inequities;
  • Enhancing teachers' intercultural competence and its impact on fostering an inclusive learning environment;
  • Approaches to academic assessment that embrace cultural diversity and ensure equitable outcomes;
  • Intersections of cross-cultural education with social justice and equity movements;
  • Best practices for creating inclusive curricula that reflect diverse perspectives and experiences.

Prof. Dr. Miri Shonfeld
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intercultural competence
  • cross-cultural education
  • teacher education
  • global citizenship
  • conflict mediation
  • equity
  • diversity
  • educational technology
  • intercultural communication
  • global citizenship
  • cultural intelligence
  • educational equity

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (8 papers)

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Research

16 pages, 1109 KB  
Article
Critical Student Agency in an Integrated Social Studies Unit
by Bolaji Bamidele and Kristin A. Searle
Educ. Sci. 2026, 16(2), 227; https://doi.org/10.3390/educsci16020227 - 2 Feb 2026
Abstract
Background: Research has highlighted the value of centering student voices and agency in classroom contexts, yet few curricula explicitly foreground critical agency in their design. This qualitative case study examines how students enact agency within an integrated curriculum that combines computer science, social [...] Read more.
Background: Research has highlighted the value of centering student voices and agency in classroom contexts, yet few curricula explicitly foreground critical agency in their design. This qualitative case study examines how students enact agency within an integrated curriculum that combines computer science, social studies, and Indian Education for All (IEFA) standards. The unit focused on tribal sovereignty and why treaties still matter for indigenous people today, enabling students to connect their lived experiences to broader sociopolitical contexts. Data were collected through classroom observations, student and teacher interviews, and student artifacts. Results: Analysis revealed that students performed agency in three interrelated ways: as experts, investigators, and advocates. In the expert role, students demonstrated mastery of content, research, and computational skills; as investigators, they engaged in inquiry-based exploration of food accessibility issues; and as advocates, they positioned themselves as agents of social change. These findings suggest that integrated, student-centered curricula can cultivate critical agency, enhance computational and disciplinary learning, and promote social justice orientations. Conclusions: By centering student agency, social studies classrooms have the potential to become spaces where learners are co-contributors alongside the teacher and engage with social issues. The study provides empirical evidence for designing curricula and professional development that support student-led inquiry and action, preparing youth to participate democratically and take civic action. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
27 pages, 337 KB  
Article
Student-Faculty Partnerships in Mathematics Undergraduate Coursework
by Alyssa G. Cavazos, Luis Miguel Fernández, Isabel del Rosario Amaro, Elianna Olivo and Cristina Villalobos
Educ. Sci. 2026, 16(2), 215; https://doi.org/10.3390/educsci16020215 - 1 Feb 2026
Viewed by 80
Abstract
This study examines how student–faculty partnerships are experienced within undergraduate mathematics coursework at a majority Hispanic Serving Institution (HSI). Drawing on the Student as Partners (SaP) theoretical framework and using an interpretive phenomenological research design, we examined the lived experiences of student and [...] Read more.
This study examines how student–faculty partnerships are experienced within undergraduate mathematics coursework at a majority Hispanic Serving Institution (HSI). Drawing on the Student as Partners (SaP) theoretical framework and using an interpretive phenomenological research design, we examined the lived experiences of student and faculty partners who participated in a series of professional development sessions on student-faculty partnerships and equitable teaching and learning practices in mathematics courses. Findings indicate that student partners’ lived experiences in the partnership program contributed to the development of sense of belonging, self-efficacy, and awareness of the need to link real-world and culturally responsive applications to mathematics learning. On the part of the faculty partners, findings indicate that their lived experiences in the student-faculty partnership program contributed to enhanced self-efficacy through professional growth, development of new perspectives on teaching, and awareness of fostering culturally responsive teaching and learning experiences. The study highlights the transformative potential of student-faculty partnerships in bridging traditional mathematics instruction with students’ lived learning experiences and perspectives on fostering real-world, reflective, and student-centered learning environments for all students. Specifically, the study showcases the promise of partnership models in mathematics settings and points to the need for future research on scalable approaches that support the success of culturally and linguistically diverse students in STEM. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
17 pages, 1615 KB  
Article
Beyond Traditional Study Destinations: International Students’ Cross-Cultural Experiences in Hungary
by Timea Németh, Annamária Sütő, Balázs Sütő and Erika Marek
Educ. Sci. 2025, 15(11), 1482; https://doi.org/10.3390/educsci15111482 - 4 Nov 2025
Viewed by 1428
Abstract
The increasing number of international students choosing a non-traditional study destination, such as Hungary, underscores the country’s growing appeal in the global higher education landscape. This trend is driven by Hungary’s competitive and quality educational programmes, supportive policies, and rich cultural and historical [...] Read more.
The increasing number of international students choosing a non-traditional study destination, such as Hungary, underscores the country’s growing appeal in the global higher education landscape. This trend is driven by Hungary’s competitive and quality educational programmes, supportive policies, and rich cultural and historical heritage. This exploratory study examines the cross-cultural experiences of international students studying in the country, drawing on data from a cross-sectional online survey conducted in 2024. Through descriptive and thematic analyses, three principal findings emerged. First, students are attracted to study in Hungary by a combination of instrumental and cultural factors, including the quality and affordability of education, the country’s cultural heritage, and its strategic location in Central Europe. Second, the most significant challenges involve adapting to a different academic culture and overcoming language barriers, both of which hinder everyday communication. Third, difficulties in establishing meaningful connections with Hungarian peers often exacerbate feelings of social distance, thereby limiting the integration of international students. By foregrounding student perspectives in an under-researched, non-traditional study destination context, this study contributes to a deeper understanding of international student mobility beyond the traditional study destinations of Anglophone and Western European settings. The findings offer valuable insights for higher education institutions and policymakers to improve the integration of international students, enhance support structures, and further strengthen Hungary’s position as an attractive and inclusive study destination for global talent. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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12 pages, 236 KB  
Article
Plurilingual Cooperative Learning in Higher Education: A Structural Framework for Equitable Success
by Ferenc Arató
Educ. Sci. 2025, 15(10), 1319; https://doi.org/10.3390/educsci15101319 - 5 Oct 2025
Viewed by 983
Abstract
This research study proposes a framework to support plurilingual education in higher education settings. The Cooperative Structural Framework, grounded in cooperative learning theory and practice, draws on established principles such as positive interdependence, individual accountability, and parallel interaction. Empirical research was conducted in [...] Read more.
This research study proposes a framework to support plurilingual education in higher education settings. The Cooperative Structural Framework, grounded in cooperative learning theory and practice, draws on established principles such as positive interdependence, individual accountability, and parallel interaction. Empirical research was conducted in a higher education setting, where the author examined the performance of monolingual and multilingual university groups. The author investigated the difference between the monolingual control groups and the multilingual experimental groups using the Two-Sample t-Test method, then applied ANOVA to investigate whether there were differences among the subgroups with different linguistic backgrounds and finally used the Tukey HSD post hoc test to determine which subgroups showed significant differences. Empirical evidence from this experimental project confirms the effectiveness of the structural framework of cooperative learning in fostering inclusive, participatory, and equitable learning among linguistically diverse student cohorts. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
20 pages, 4334 KB  
Article
Virtual Bridges: Enhancing Intercultural Competence Among Pre-Service Teachers Through 3D and Video-Conferencing Platforms
by Miri Shonfeld, Wafa Zidan, Manal Yazbak Abu Ahmad, Revital Cohen Liverant, Shiri Lieber-Milo and Yair Amichai-Hamburger
Educ. Sci. 2025, 15(10), 1296; https://doi.org/10.3390/educsci15101296 - 1 Oct 2025
Viewed by 899
Abstract
This study investigates the effectiveness of virtual simulations in developing intercultural competence (IC) among pre-service teachers in Israel. In the context of cultural diversity and historical conflict, 283 Arab and Jewish students participated in a course utilizing either a 3D virtual world (VW) [...] Read more.
This study investigates the effectiveness of virtual simulations in developing intercultural competence (IC) among pre-service teachers in Israel. In the context of cultural diversity and historical conflict, 283 Arab and Jewish students participated in a course utilizing either a 3D virtual world (VW) or video conferencing via Zoom. The mixed-methods research combined quantitative surveys with qualitative interviews. Quantitative results showed a modest but significant increase in intercultural competence for both groups, with no significant difference between VW and Zoom platforms. Qualitative findings revealed that while VW participants faced more technical challenges, they also reported more opportunities for empathy development and cross-cultural understanding. Both groups valued the exposure to different cultures and expressed a desire for face-to-face encounters. This study highlights the potential of virtual simulations in fostering IC, emphasizing the importance of collaborative problem-solving and intercultural interaction, regardless of the specific digital platform used. These findings contribute to the growing body of research on technology-mediated intercultural education and offer insights for designing effective virtual learning environments in multicultural contexts. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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24 pages, 472 KB  
Article
Uncovering the Hidden Curriculum in Health Professions Education
by Laura L. Wolford, Mirza J. Lugo-Neris, Callie Watkins Liu, Lexi E. Nieves, Christopher L. Rodriguez, Siya S. Patel, Sol Yi Lee and Keshrie Naidoo
Educ. Sci. 2025, 15(7), 791; https://doi.org/10.3390/educsci15070791 - 20 Jun 2025
Viewed by 3954
Abstract
In health professions education, the hidden curriculum is a set of implicit rules and expectations about how clinicians act and what they value. In fields that are very homogenous, such as rehabilitation professions, these expectations may have outsized impacts on students from minoritized [...] Read more.
In health professions education, the hidden curriculum is a set of implicit rules and expectations about how clinicians act and what they value. In fields that are very homogenous, such as rehabilitation professions, these expectations may have outsized impacts on students from minoritized backgrounds. This qualitative study examined the hidden curriculum in rehabilitation graduate programs—speech-language pathology, occupational therapy, and physical therapy—through the perspectives and experiences of 21 students from minoritized backgrounds. Semi-structured interviews explored their experiences with their programs’ hidden curricula. These revealed expectations about ways of being, interacting, and relating. Three overarching themes emerged, each reflecting tensions between conflicting values: (i) blend in but stand out; (ii) success lies in individualism, while de-prioritizing the individual; and (iii) fix the field, using your identities as a tool. When the expectations aligned with students’ expectations for themselves, meeting them was a source of pride. However, when the social expectations clashed with their own culture, dis/ability, gender, or neurotype, these tensions became an additional cognitive burden, and they rarely received mentorship for navigating it. Health professions programs might benefit from fostering students’ critical reflection on their hidden curricula and their fields’ cultural norms to foster greater belonging, agency, and identity retention. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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19 pages, 2094 KB  
Article
The Education of Roma Students: Integrated Education and Teacher Preparedness in Hungarian-Language Schools
by Emese K. Nagy
Educ. Sci. 2025, 15(4), 454; https://doi.org/10.3390/educsci15040454 - 5 Apr 2025
Cited by 2 | Viewed by 2563
Abstract
This study examines the integration of disadvantaged Roma ethnic minority students in Hungarian-language vocational schools in Central European countries with highly segregated education systems. It focuses on Romania, Slovakia, and Hungary, where Roma students face significant segregation. This research investigates two Romanian, two [...] Read more.
This study examines the integration of disadvantaged Roma ethnic minority students in Hungarian-language vocational schools in Central European countries with highly segregated education systems. It focuses on Romania, Slovakia, and Hungary, where Roma students face significant segregation. This research investigates two Romanian, two Slovak, and four Hungarian vocational schools, selected based on their proportion of Roma students aligning with national averages. Surveys and interviews were conducted with teachers to assess their attitudes, commitment, and preparedness in educating Roma students. The main findings of this research are that schools with Roma student proportions matching national averages do not face significant challenges in co-education, teachers generally believe Roma students should complete lower secondary education, and teachers are committed to supporting Roma students but often feel unprepared to teach them. This study’s results suggest that governments should implement policies to eliminate educational segregation in vocational schools and promote inclusive education. Teacher training programs should focus on equipping educators with better tools to support Roma students. Possible directions for further research include a comparative analysis of vocational and grammar secondary schools in the integration of Roma students, longitudinal studies on the long-term educational and career outcomes of Roma students in vocational schools, and an examination of best practices in inclusive vocational education across different European countries. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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11 pages, 203 KB  
Article
The Role of Assessment in Improving Education and Promoting Educational Equity
by Irit Levy-Feldman
Educ. Sci. 2025, 15(2), 224; https://doi.org/10.3390/educsci15020224 - 12 Feb 2025
Cited by 9 | Viewed by 34529
Abstract
Assessment is an integral core component of the educational process (learning–teaching–assessment), influencing learning and teaching. Its impact extends beyond these core elements, shaping decisions that affect students, teachers, administrators, policymakers, and the wider community. Recognizing the critical role and broad impact of assessment [...] Read more.
Assessment is an integral core component of the educational process (learning–teaching–assessment), influencing learning and teaching. Its impact extends beyond these core elements, shaping decisions that affect students, teachers, administrators, policymakers, and the wider community. Recognizing the critical role and broad impact of assessment on educational practices, we must leverage its power to foster better education that caters to diverse multicultural learners and promotes a more equitable society. In this theoretical paper, we comprehensively explore the transformative potential of assessment focusing on culturally responsive assessment, on both teaching and learning practices, emphasizing the needs of diverse learners. We discuss possible solutions to enhance educational outcomes through assessment redesign, critically examine the barriers to implementing these solutions, and propose viable strategies to mitigate these challenges, ensuring all learners reach their full potential. Full article
(This article belongs to the Special Issue Cross-Cultural Education: Building Bridges and Breaking Barriers)
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