Search Results (152)

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs. Full article

This paper examines the operational consequences and energy demands associated with the growing cultural diversity of air travellers at airport security checkpoints. The analysis focuses on how an increasing proportion of passengers requiring enhanced security screening, due to cultural, religious, or linguistic factors, affects both system throughput and energy consumption. The methodology integrates synchronised measurement of passenger flow with real-time monitoring of electricity usage. Four operational scenarios, representing incremental shares (0–15%) of passengers subject to extended screening, were modelled. The findings indicate that a 15% increase in this passenger group leads to a statistically significant rise in average power consumption per device (3.5%), a total energy usage increase exceeding 4%, and an extension of average service time by 0.6%—the cumulative effect results in a substantial annual contribution to the airport’s carbon footprint. The results also reveal a higher frequency and intensity of power consumption peaks, emphasising the need for advanced infrastructure management. The study emphasises the significance of predictive analytics, dynamic resource allocation, and the implementation of energy-efficient technologies. Furthermore, systematic intercultural competency training is recommended for security staff. These insights provide a scientific basis for optimising airport security operations amid increasing passenger heterogeneity. Full article

Campus climate research has long been a focus of higher education scholarship; however, studies show that inequalities and a pervasive sense of not belonging continue to negatively affect students. This paper presents the results of a campus-wide survey conducted at a Minority-Serving Institution (MSI), with a sample of 820 undergraduate, master’s, Ph.D., and non-degree students. The authors explore students’ experiences on campus in relation to their identities as well as students’ perceptions of campus climate. Specifically, the paper examines students’ intergroup relations and how these influence their sense of belonging. The survey instrument developed in the frame of this project also included questions designed to assess opportunities students have to develop key values, attitudes, skills, knowledge, and critical understanding related to intercultural and democratic competences necessary for life and work in multicultural societies. This study identifies the areas students perceive as important for development, highlighting which values, attitudes, skills, knowledge, and critical understanding they have had the opportunity to cultivate during their time at the university and those they would like to develop further. The authors hope these findings will inform efforts to strengthen institutional support for more inclusive practices on culturally diverse university campuses and provide evidence-based guidance for designing effective pedagogical interventions. Full article

The TOWCHED project explores how arts and heritage-based educational methodologies can support sustainable development by enhancing key transversal competencies in learners, particularly children and youth. In response to the global challenges outlined in the sustainable development goals (SDGs), this project promotes inclusive and participatory approaches to education that foster social cohesion, intercultural understanding, and civic engagement. Partnering with museums, TOWCHED develops cross-curricular pedagogical interventions, such as experiential, blended, and collection-mediated learning, that link cultural heritage with contemporary social and environmental concerns. These approaches aim to strengthen creativity, critical thinking, collaboration, and self-awareness. TOWCHED demonstrates that heritage collection-based education can play a vital role in transforming schools and other learning environments into hubs for sustainable, lifelong learning. By embedding cultural expression and heritage into educational practices, the project offers a compelling model for empowering individuals to navigate and shape a more equitable and interconnected world. This paper has two aims. First, we introduce TOWCHED, an interdisciplinary project recently funded by the Horizon Europe program of the European Union to preserve and promote education for sustainability in the heritage context. Second, we introduce a set of tools related to the project. Full article

Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform compared to their peers without migrant backgrounds. There is a dire need, therefore, to alleviate the educational inequalities that negatively affect some of the most plurilingual students in European school systems. This can be carried out by revisiting assessment tools. Developing assessments to make children’s full linguistic and cultural repertoire visible, and what they can do with it, is one way that potential inequalities in school systems and assessment practices can be addressed so that cultural and linguistic responsiveness of assessments and practices can be improved. This paper explores the concept of discontinuities or mismatches between the assessment of plurilingual children’s linguistic practices in one primary school in Catalonia and their actual linguistic realities, including heritage languages. It asks: (1) What are the children’s linguistic profiles? (2) What mismatches and/or educational inequalities do they experience? and (3) How does the co-creation and use of a rubric assessing plurilingual and intercultural competence attempt to mitigate these mismatches and inequalities? Mismatches are identified using a context- and participant-relevant reflection tool, based on 18 reflective questions related to aspects of social justice. Results highlight that mismatches exist between children’s plurilingual and intercultural knowledge and skills compared to the school, education system, curriculum, and wider regional and European policy. These mismatches highlight two plurilingual visions for language education. The paper highlights how language assessment tools and practices can be made more culturally and linguistically fair for plurilingual children with migration backgrounds. Full article

In the wake of intensifying global Extreme Climate Incidents (ECIs), which have particularly noticeable effects on indigenous populations, integrating value-driven education has become a global imperative. While Education for Sustainable Development (ESD) for SDG 13 climate action has been widely adopted in science and engineering curricula, language and culture programs remain underexplored as venues for transformative sustainability learning in Global Competence (GC). Learners in these fields often demonstrate critical literacy and global awareness, but lack the interdisciplinary tools and strategies to translate values into climate-conscious behavior. This study responds to this gap by incorporating virtual reality (VR) into a modified Global Competence Framework (GCF) in an experiment study within intercultural communication courses (N = 303, VR explorative group = 152, control group = 151). A mixed methodological approach was adopted by evaluating pretest–posttest quantitative data of ESD knowledge, attitudes, behaviors, and qualitative data of critical online reflection. The results demonstrate increase localized ESD knowledge in terms of climate, attitudes, and ecological behaviors in both groups in the lived experience of GCF, yet the VR explorative group showed a greater improvement in knowledge and behavior because of their visualization of the 3D rotation of rarely acquired scientific knowledge in monsoonal movement and the local indigenous village reconstruction after destruction. By localizing the Typhoon Morakot tragedy that devastated Shiaolin Village, the intervention provided a culturally specific and interactive context for ESD concepts, enabling interdisciplinary learners to experience climate injustice firsthand with value-based strategies while critically reflecting on global responsibility and sustainable action. Full article

This qualitative study investigates how short-term international mobility—specifically Erasmus staff exchange—nurtures educational leadership in an increasingly globalized landscape. Drawing on in-depth interviews with 55 educators from European and non-European countries, the research traces the ways mobility experiences reshape professional practice, career trajectories and institutional engagement. Findings show that time abroad enhances intercultural competence, global awareness, and pedagogical innovation—capabilities central to educators who must lead learning in diverse, rapidly evolving contexts. Participants described a renewed sense of purpose and an expanded leadership identity on reentry, positioning mobility as both a personal and systemic catalyst. Nonetheless, persistent barriers—including financial constraints, language proficiency gaps, and uneven institutional support—continue to restrict mobility access. Addressing these inequities is imperative if Erasmus and similar programs are to serve as genuine engines of educational transformation rather than isolated opportunities for the already advantaged. By mapping the link between mobility, leadership growth, and institutional change, this article offers actionable insights for policy-makers and university leaders seeking to embed inclusive, innovation-oriented practices across local and international education systems. Full article

Economic transformations in emerging countries have resulted in an increase in the volume of international travellers from diverse geographical regions. In the tourism sector, service providers must possess cultural competencies that foster a flexible and appropriate attitude, which in turn affects the perception of service. The present study aims to shed light on the motivational factors and cultural behaviours that influence intercultural empathy among staff working in the tourism sector in Quintana Roo. To this end, a comprehensive literature review has been conducted, during which the variables have been validated, and a quantitative study has been undertaken, employing multivariate analysis through a Multiple Correspondence Analysis and inferential statistics with an Ordinal Logistic Regression. The findings of this study demonstrate a positive correlation between motivation and cultural behaviour, which is contingent on experience and age, and its impact on empathy in understanding and meeting the diverse needs of tourists. Cultural motivation is defined as the interest in learning and interacting in multicultural situations, and its impact on behaviour is reflected in appropriate personal management for effective cultural interactions. The probabilities estimated by ordinal logistic regression models of consistently or predominantly exhibiting intercultural empathy increase with age and experience for the most significant variables obtained by the Multiple Correspondence Analysis. Full article

This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. Full article

Virtual Exchange (VE) has emerged as a promising alternative to traditional physical exchange, experiencing exponential growth in recent years to enhance students’ learning outcomes. However, the ways in which VE can effectively and mutually benefit diverse student populations remain unclear. This study introduces a specifically designed VE project utilizing the “Zoom-Sandwiched Cross-Chapter Concept Map” model and investigates its impact on college students enrolled in an introductory-level course in the US and China. The ten-week VE project incorporated both academic and cultural components. While our previous publication focused on the academic component and its benefits on student academic performance, this article emphasizes the cultural component and the integrated nature of the project. Our results demonstrated the effectiveness of this project in promoting students’ career readiness competencies, particularly teamwork and communication skills. Additionally, our comparative data highlighted how this project significantly improved the behavioral dimension of Intercultural Communication Competence (ICC) and influenced career & self-development for Chinese students while fostered leadership skills among US students. The VE project presented in this article provides valuable guidance for integrating VE into curricula across various disciplines, helping to shape future VE initiatives globally. Full article

The Catholic Church in the United States is no longer a Euro-American church receiving immigrants. Rather, it is an immigrant church, the cross-cultural Body of Christ. Serving such a diverse church is difficult and complex, providing both prophetic and pragmatic challenges for pastoral leaders seeking to build the parish as a dynamic, relational, multicultural community, living out the Gospel of Christ. The challenges of creating vibrant parishes in the light of growing diversity was the subject of a qualitative research study that interviewed more than 500 Catholic pastors, staff, and parishioners, from 40 parishes across the US. This study discovered that, while parishioners from different cultures want the same things—good liturgy, leadership, community, and faith formation—they want it in culturally distinct ways. This has created challenges not previously encountered by parish leaders. Effective leaders in these communities exhibited the skills of adaptive leadership, learning to put aside biases and assumptions, in a synodal style of ministry in which they listen deeply, and respond to, the needs of their faith community while using intercultural competencies. Together, pastoral leaders are becoming bridges, bringing together the faithful across cultures, enriching the life of the community. Full article

This commentary explores the innovative introduction of English Problem-Based Learning (PBL) scenarios into child and adolescent psychiatry at Nagoya University, Japan. Recognizing the increasing need for multicultural competence and English proficiency among Japanese medical students, our initiative aims to enhance clinical problem-solving skills and cultural awareness. Developed in collaboration with the Norwegian University of Science and Technology, these PBL scenarios address the unique challenges of treating patients from diverse cultural backgrounds. Implemented since 2018, our curriculum integrates these scenarios for fourth-year medical students, fostering an environment of active learning and intercultural communication. Surveys conducted in 2019 and 2021 reveal positive student attitudes towards this approach. This commentary highlights the significance of English PBL in modernizing medical education in Japan, promoting global readiness among future medical professionals and addressing the demographic challenges faced by Japanese universities. Full article

Globalization has transformed classrooms into culturally diverse environments, highlighting the critical need to prepare future teachers with skills to address these complexities. This study explores Intercultural Communicative Competence (ICC) as a fundamental skill in initial teacher training (ITT), aligning with Sustainable Development Goal (SDG) No. 4, which promotes inclusive, equitable and quality education. Through a narrative literature review, this research analyzes the main definitions and theoretical models of ICC, examining their relationship to gender, ethnicity and the teaching competencies of the faculty member. The findings highlight the lack of a unified consensus in the conceptualization of ICC, reflecting its dynamic and interdisciplinary nature. The results indicate that while gender does not significantly influence the development of ICC, ethnicity and migrant background are linked to a greater willingness to acquire it. In addition, the reflective and specialized training of the faculty member emerges as a decisive factor in the promotion of the ICC. These findings underscore the need to integrate ICC into initial teacher education plans to better prepare future teachers in multicultural contexts. By addressing equity and cultural diversity, the ICC supports educators in promoting respectful, effective and inclusive interactions, ultimately contributing to the achievement of SDG No. 4. This study enriches the discourse on teacher education and intercultural education by offering practical perspectives for connecting theory with practice in diverse educational contexts. Full article

Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural and social systems—remains underexplored. This gap is important to address given the interconnected nature of our global society, where individuals frequently move across borders. To address this issue, this conceptual paper critically examines the underlying assumptions of the IDI regarding culture and identity through three interrelated frameworks: transnationalism, relational ontology, and intersectionality. Drawing on existing literature on these frameworks and the IDI, our analysis highlights how integrating these perspectives into the IDI and, by extension, other intercultural assessment tools can more accurately capture the complex, fluid, and dynamic nature of transnational experiences. This integration also shifts the discourse on intercultural assessment from a focus on individual competence to an emphasis on shared responsibility in fostering equitable, relationally grounded intercultural spaces. Implications for future research and practice are also discussed. Full article