Search Results (54)

With the rise in short-term intercultural mobility programs, enhancing students’ adaptive capacity through structured experiential learning has become a key concern. Using constructivist grounded theory, this study draws on extending the situated learning and embodied cognition theories as analytical frameworks to explore international students’ cross-cultural adaptation within the context of study tours. It develops a three-phase framework (pre-departure, on-site immersion, and post-tour reflection) to trace their transition from cultural distance to adaptation. The findings reveal that the process through which international students shift from cross-cultural distance to multidimensional adaptation can be further accelerated by environmental settings, situational behaviors, and short-term emotional responses within study tour contexts. Moreover, culture-led and nature-led environments evoke distinct patterns of participation and emotional responses, facilitating varying degrees and dimensions of adaptation across psychological, social, and cultural domains. The study extends situated and embodied learning perspectives by conceptualizing study tours as dynamic, context-sensitive learning sites. By considering adaptation processes context-dependent, this study deepens the understanding of how learning, emotion, and environment interact to shape intercultural development and offers practical insights for designing responsive, stage-sensitive study tour programs. Full article

This article examines the communication strategies of religious diplomacy used by Pope Francis in his diplomatic relations with the countries of the Middle East from 2013 to 2025. The study identifies and characterizes key elements of papal communication, taking into account both verbal and nonverbal dimensions, in the context of the complex geopolitical and religious situation of the region. Based on the analysis of official documents, speeches, foreign visits and diplomatic initiatives, specific communication patterns are identified that distinguish Francis’ pontificate from that of his predecessors. The research results indicate an innovative approach of the Pope, combining traditional Vatican diplomacy with direct personal engagement, the use of symbolism of gestures and the promotion of interreligious dialogue as a tool for building peace and intercultural understanding. Full article

Romantic poetry is known to have engendered a potent discursive space in 19th-century Europe, wherein national aspirations, personal tragedies, and mythic narratives coalesced. This study examines the recurring images of the “galloping horse” and the “self-sacrificing cavalryman” in 19th-century Romantic poetry in the context of a common poetic myth shaped around the themes of national identity, spiritual transcendence, and historical destiny. The present study focuses on Adam Mickiewicz’s “Faris” and Nikoloz Baratashvili’s “Merani”, employing a comparative literary and philosophical approach to analyze these two works. This study reveals that “Faris” presents a messianic call around the ideal of freedom of the Polish nation, while “Merani” is structured as an individual tragedy and inner journey. Both poems are positioned within a broader poetic paradigm that can be called the “Faris” Cycle, and they can be compared thematically and imaginatively with the works of Goethe, Petőfi, Sully Prudhomme, and Vazha-Pshavela. This study explores the aesthetic and intellectual dimensions of intercultural interaction by analyzing the poetic transitions between the two poles of the Romantic paradigm: collective hope and individual melancholy, action, and inner intuition. By tracing the interplay between national poetics and universal archetypes, this manuscript investigates how such interaction facilitates the symbolic transformation of historical traumas. Full article

Introduction: Engaging social actors dedicated to education has facilitated dialogue, emotional connection, action, and the accumulation of knowledge to create insights that address community needs and promote its development. This study aims to understand the relationship between education, culture, and community as described by teachers working in Mapuche contexts in the Araucanía region of Chile. Method: This research was based on social science research, using a qualitative approach and a non-experimental emergent design. The participants interviewed for the study consisted of 15 in-service teachers in three schools in Mapuche contexts in the Araucanía region of Chile. The study used a semi-structured interview script to collect data, and in the analysis plan the Grounded Theory (GT) was used, to conceptualize the emerging patterns in categorized concepts and theories. Results: The analysis revealed three distinct categories: culture and diversity; education; and community. Discussion: There is a connection between culture and diversity, education, and community, with learning as the central theme. However, each of these dimensions tends to operate mainly in isolation, lacking effective connections that would facilitate consistent development in the learning and teaching processes. Conclusions: It is essential to incorporate inclusive strategies that recognize and value social and cultural diversity within school classrooms and promoting the dialogue of knowledge and wisdom through intercultural education fosters the active participation of all actors involved in the teaching and learning processes. Full article

Animal health strategies in rural Colombia face significant challenges due to a gap between institutional technical approaches and the sociocultural contexts of local communities. This study examines the social representations of animal health and welfare among small- and medium-scale livestock producers in rural Huila. Through a qualitative methodology, semi-structured interviews were applied and focus groups were conducted in different municipalities with the objective of contrasting and enriching the findings obtained in the interviews. In total, the perceptions, knowledge, and practices of 263 small and medium livestock producers from 23 municipalities in Huila were explored with respect to animal vaccination campaigns and healthcare in rural settings. Findings indicate that health management is shaped not only by technical protocols but also by cultural values, collective imaginaries, and symbolic relationships with animals. Representations of animal welfare are diverse—ranging from emotional and economic to preventive and communal perspectives—and often diverge from scientific–technological frameworks. These differences influence the level of community adherence to national animal health programs. The study highlights the limitations of top–down approaches and underscores the need to incorporate local knowledge and practices into policy design. It concludes that promoting sustainable livestock farming requires acknowledging these varied representations, fostering intercultural dialogue, and adopting a territorial approach to integrated health. Recognising the sociocultural dimensions of animal care is essential for developing effective, inclusive, and context-sensitive animal health strategies. Full article

The introduction of Christian angelology during the Ming and Qing dynasties was driven by strong practical needs. As intermediaries bridging the sacred and the secular, angels were endowed with crucial functions in core sacraments such as baptism and the Mass, including the purification of sins, protection, and the connection between God and humanity. Their participation in these rituals not only enhanced the sanctity of the ceremonies but also facilitated a dialogue with traditional Chinese spirits. Missionaries deliberately avoided abstract theological discussions about angels, instead emphasizing their role in accompanying and guiding believers in daily life. The concept of “guardian angels” addressed the spiritual needs of believers, while the imagery of angels in funeral rites helped reconstruct expressions of filial piety, thereby mitigating cultural conflicts between China and the West. At the same time, the localized understanding of angels among Chinese Catholics during this period focused on ritual practices and the affirmation of their own identity. The introduction of Christian angels during the Ming and Qing dynasties, with their practical dimensions, facilitated the indigenization process of Catholicism in China and provided new perspectives and pathways for interreligious and intercultural dialogue. Full article

This study critically analyses the urgency of establishing an ethos of discourse and action for the realization of an integral planetary ethic that is capable of addressing the challenges of our time. To this end, this study seeks to systematize ethos propositions for the implementation of intercultural education based on integral ecological ethics, aligning with the concept of Common Home. The outputs indicate that integral ecological ethics serves as a teleological, epistemic, and methodological support for intercultural education, while also proposing concrete pathways for the application of the values articulated in the encyclical Laudato si’ within educational contexts. The development of this study is guided by a qualitative research approach, integrating literature review and field study methodologies, which illuminate the perspectives of educators, students, and their families regarding well-being in both current and future contexts. The conclusions underscore the urgency of establishing an ethos of discourse and action in the implementation of integral planetary ethics, which relates to the integrative and dialogical propositions of intercultural education aimed at sustaining the integrity of both human and planetary dimensions. Full article

Urban allotment gardens are increasingly recognized as multifunctional spaces that contribute not only to ecological sustainability, but also to social cohesion, civic engagement and community resilience. This study explores the role of urban gardens in the city of Valencia as green spaces that (re)produce social capital, as well as spaces produced by consolidated social capital. Using a qualitative methodology, fifteen in-depth interviews were conducted with key informants with experience in the coordination, management, study and promotion of urban garden projects. The analysis focuses on three interconnected dimensions: the strategic objectives guiding organizations involved, the core elements of social capital (networks, belonging, trust, reciprocity and values) and the governance models underpinning these initiatives. The results reveal that urban gardens function as relational infrastructures, facilitating intergenerational learning, intercultural exchange and inclusive participation through both formal and informal mechanisms. These processes are often rooted in local traditions and are underpinned by shared responsibilities and symbolic reciprocity. However, exclusionary attitudes and fragmented governance can limit their potential. In general, the results emphasize the value of urban gardens as platforms for the (re)production of social capital and the improvement of community well-being, which entails relevant implications for urban policies and sustainable development. Full article

There has been an increase in the number of users on digital platforms. Similarly, technology is prevalent in the daily lives of young people, therefore, it is crucial to address the topic of digital citizenship with them, ensuring they use technology in a responsible and healthy manner. The present study argues that the foreign language classroom constitutes a privileged space for the promotion of digital citizenship. To address this research gap, the present study examines digital citizenship within the context of foreign language education, with a particular focus on its articulation with the intercultural dimension, and explores its impact on participants’ knowledge, attitudes, and opinions. More specifically, this study aims to determine the effectiveness of a five-session didactic intervention in developing students’ knowledge, attitudes, and opinions regarding digital citizenship within an intercultural dimension in an EFL secondary classroom. The research question formulated is: how can digital citizenship be developed in conjunction with the intercultural dimension in the English language classroom in secondary education, namely concerning students’ knowledge, attitudes, and opinions? With the intention of addressing this question, an intervention project was implemented with a class of 11th-grade students at a school in the Aveiro district, Portugal. The didactic project consisted of five sessions conducted in the English classroom, in a total of 450 min. Through the content analysis conducted on the collected data, it revealed significant improvements in students’ understanding of online rights and responsibilities, and a positive shift in attitudes toward intercultural interaction. While some initial prejudices persisted, the project fostered increased awareness of diverse cultural perspectives in the digital world. These findings suggest that targeted interventions integrating intercultural awareness within digital citizenship education can be effective in promoting responsible digital engagement and intercultural sensitivity in EFL secondary education. 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

This article argues that rational self-interest is but one dimension of human behavior. In the context of ‘overshoot’—the excessive consumption of resources beyond the planet’s regenerative capacity—rational self-interest proves detrimental from an evolutionary perspective. This paper provides an alternative to the Tragedy of The Commons, which results from collective action problems when rational, self-interested consumers put their individual welfare over that of the group, and offers the relational consumer, one who balances individual and group interests. Highlighting how ethics play a pivotal role in consumer behavior, we discuss human behavior, resource management, and collective action, then examine these theoretical frameworks in two case studies based in southern Africa. First is a biotic example of The Commons paired with the uMhlathuze Water Stewardship Partnership; second is an abiotic example of The Commons paired with Rotating Savings and Credit Association. These case studies exemplify not only that coordination is the best outcome, but also that institutions promoting self-interested behavior can undermine both collective and individual well-being. Considering intercultural ethics can augment consumer theory, especially in terms of sustainable long-term development. Full article

Research on intercultural communication is closely related to the phenomenon of intercultural mediation, as a means of identity negotiation and conflict resolution in contemporary multicultural settings. This study focuses on the basic dimensions of the role of mediators, whereas the methodology applied was mainly based on a literature review of secondary sources (laws, official texts and material of international organizations). The data collected, as key codes and from which the thematic axes emerged, concerned, on the one hand, the mediators’ profile and specifically their mindset, skillset and fundamental principles, and on the other hand, the political and legal framing of mediation with an emphasis on laws, professional profile, training standards, accreditation and examples of good practices. Finally, intercultural mediation is recognized as a determining factor in social integration policies and is closely related to common global and fundamental values, such as equity, respect, identity protection, tolerance, active listening and engagement. Full article

The Blue School Program is an educational initiative to enhance ocean literacy (OL) by fostering understanding and awareness of the ocean’s importance among students, teachers, and local communities. Through a holistic, interdisciplinary, and intercultural approach, it integrates scientific, cultural, and ethical dimensions of ocean education. This perspective paper examines the program’s implementation in Portugal, emphasizing its contribution to crucial educational domains such as sustainability education, scientific literacy, and citizenship education. The findings highlight notable achievements, including increased school and community engagement and the establishment of robust public-private partnerships, while also addressing challenges such as resource constraints and geographic disparities. By situating the Blue School Program within broader educational frameworks and analyzing its limitations and enablers, this paper offers insights and recommendations to support the collaborative development of Blue School networks and OL initiatives in diverse educational contexts. Full article

According to European organizations, intercultural competence is considered a prerequisite for achieving social cohesion. Even though its development calls for a lifelong learning approach, the formal education system has a primary task in its development through all school subjects, i.e., the entire school curriculum. In the last twenty years, international and European organizations have emphasized the importance of religious education in developing students’ intercultural competence. The Republic of Croatia has applied European recommendations in its educational documents and defined intercultural competence as one of the fundamental competencies in the national educational curriculum. The question arises of how religious education in the Republic of Croatia helps students achieve and develop intercultural competence concerning knowledge of other religions and worldviews. This paper is focused on Catholic Religious Education in primary and secondary education. Data are collected using semi-structured interviews among nine Catholic RE teachers in Zagreb County, Republic of Croatia. Qualitative research is based on findings of a quantitative survey conducted among Catholic religious education teachers in 2022. The research questions are: (1) Why are guest lectures and visits to religious communities less represented forms of learning in confessional Religious Education? (2) Which methods are used to develop specific dimensions of intercultural competence (conflict resolution, analytical and critical thinking, attitudes)? (3) Does interreligious learning lead to changes in students’ behaviour, and what are the obstacles to interreligious learning? This paper aims to examine the methodical approaches of RE teachers in the development of intercultural competence, as well as the obstacles they encounter in the process of imparting knowledge about other religions and worldviews within Catholic religious education. Results have shown that the teaching process remains at an informational level; the development of attitudes, critical thinking skills, and conflict-resolution skills is lacking. The absence of experiential learning can largely be attributed to external factors, such as administrative obstacles and teacher’s/parents’ attitudes. Full article

This article explores the ethical dimensions of cosmetic surgery, offering a comparative analysis of perspectives from both the Orthodox and the Catholic moral theologies. Both traditions uphold the sanctity of the human body as a creation of God, emphasizing the importance of maintaining its integrity and dignity. However, their approaches to the ethical implications of cosmetic surgery might reveal distinct theological nuances that reflect their unique doctrinal and cultural contexts. By examining the theological foundations, doctrinal teachings, and contemporary ethical debates within both traditions, this study seeks to illuminate how Orthodox and Catholic ethics address the complexities of bodily modification. The analysis highlights the ways in which each tradition navigates concerns related to vanity, identity, and the pursuit of physical perfection, offering insights into their shared values as well as their distinct perspectives. This interdenominational study aims to contribute to ecumenical and intercultural dialogue, fostering greater understanding and respect between the two original Christian traditions. By engaging with the ethical considerations surrounding cosmetic surgery, this article provides a platform for deeper reflection on the role of the body in Christian spirituality and the ongoing relevance of these issues in a diverse and interconnected world. Full article