Search Results (54)

The aim of this study was to examine the relationship between Cultural Intelligence (CI) and Intercultural Sensitivity (IS) and to test the mediating role of Internationalisation in Higher Education (IHE). A correlational survey design was employed with full-time academics in the Turkish Republic of Northern Cyprus (N = 391). Standardised instruments were administered: the Cultural Intelligence Scale (CQS), the Intercultural Sensitivity Scale (ISS), and the Internationalisation Perception Scale for Academics (IPSA). Construct validity and reliability were verified via confirmatory factor analysis, and the structural model was estimated using structural equation modelling (SEM) in SPSS–AMOS. The analysis revealed that CI exerts a positive and statistically significant effect on IS. CI was also found to be positively associated with IHE, and IHE demonstrated a positive and significant effect on IS. Mediation testing indicated that IHE functions as a significant partial mediator of the CI–IS relationship. Robustness checks with control variables showed that academic rank and faculty type have small but significant positive associations with IS. Overall, the findings suggest that the development of CI among academic staff directly enhances intercultural responsiveness and, additionally, strengthens IS through engagement with internationalisation processes. The results provide practical guidance for universities seeking socially sustainable internationalisation, indicating that institution-level strategies that embed intercultural learning and support academics’ international engagement may amplify the translation of CI into demonstrable intercultural sensitivity. Full article

This paper offers a series of reflections and observations derived from my experience as a (semi-) professional literary translator and as a teacher of translation studies. I openly recognise the subjective nature of any meta-reflection on the ethical challenges faced by the translator as an intercultural mediator. After briefly examining several central theses that have been defended, illustrated, and adopted to produce a translation that is politically correct from both a professional and deontological standpoint, I then list and analyse the major obstacles to the reception of a novel featuring “Romanian subject matter” written by a French author: cultural, historical, and political allusions as well as culinary and civilizational culture-specific elements. The examples come from Lionel Duroy’s novels Eugenia (2018) and Mes pas dans leurs ombres (2023), which revisit the pogroms of Iași, Bucharest, Bessarabia, and Ukraine, leading to the extermination of the Jewish population (1940–1941)—a significant and painful chapter of Romanian history, often overlooked or silenced. These cases enable us to argue more convincingly for the strategies, techniques, and procedures that can be considered when translating a text laden with profound cultural and ideological significance, aiming to help the Romanian/French and Francophone reader to understand sensitive realia and listen to History. Full article

This mixed-methods research study focuses on the efficacy of virtual exchange (VE) in promoting authentic cross-cultural immersion, critical awareness of social issues, and collective engagement in local and global communities among undergraduate students. The partner institutions in this VE project were a large public US university and a small private university in Hong Kong. Discussions focused on access and opportunity issues in the US and Hong Kong for various communities, leading to a deeper analysis of the distribution of power and privilege in both countries. I analyzed the impact of VE on the US students (n = 45) through pre- and post-test surveys using the Intercultural Sensitivity Scale (ISS), which measures cross-cultural competence and thematic analysis of student artifacts. VE students’ competence significantly increased from pre-test to post-test on the ISS, while the students in a similar course without VE (n = 28) showed no change. Analysis of student artifacts revealed a shift in global awareness, an appreciation of authentic insights about another the culture, a critical understanding of social structures, and a need for collaboration concerning global issues among youth. Overall, VE offered powerful and enriching experiences for students by integrating international immersion into college education courses. Full article

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks within an Internationalization at Home perspective, emphasizing the role of intentional pedagogy, assessment, and attention to the hidden curriculum in supporting intercultural learning. Adopting a design-based pedagogical research approach, the study examines how intercultural competence frameworks can be operationalized through developmentally sequenced classroom interventions in higher education. The pedagogical framework and activities, including cultural artifact presentations, critical incidents, simulations, role-plays, and structured reflective practices, were developed and implemented in culturally diverse bachelor’s and master’s level courses in Spanish higher education institutions within the Erasmus+ MULTICLASS project. Classroom-based evidence collected in Spanish higher education contexts, including reflective discussions, written reflections, and observed communicative behaviors, indicates that approximately 70% of students (n = 44; N = 63) demonstrated observable progression in intercultural sensitivity, most commonly from Minimization toward Acceptance. The contribution of this article lies in linking established intercultural competence models with practical guidance for curriculum design and pedagogical sequencing within Internationalization at Home contexts. Full article

Introduction: Building a life in an asylum country poses specific challenges for women, who often face compounded barriers in healthcare, language acquisition, economic independence, childcare, education, cultural adaptation, and legal processes. This study examines the experiences of asylum-seeking women in Portugal, focusing on discrimination perpetrated by professionals within reception and integration institutions. Methods: Drawing on 24 semi-structured interviews with women from the Middle East (n = 14) and Africa (n = 10), this research adopts a criminological and gender lens and employs a narrative paradigm informed by constructivist Grounded Theory and an abductive approach. Results: The analysis reveals that institutional discrimination, manifested through neglect, hostility, and cultural insensitivity, reinforces feelings of abandonment and fear, obstructs integration, and perpetuates cycles of marginalization and vulnerability. These dynamics are intensified by gender-based and structural violence embedded in asylum procedures and professional practices. The findings highlight the emotional and relational dimensions of institutional encounters, showing how empathy, trust, and intercultural awareness among professionals are crucial for effective inclusion. Conclusions: This study concludes that addressing institutional discrimination requires systemic change, professional training in gender-sensitive and intercultural competencies, and the promotion of equitable, inclusive, and human rights-based reception practices in Portugal. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

Modern social work is inseparable from the provision of timely and practical assistance to vulnerable populations, including forced migrants. In the context of increasing geopolitical instability and the growing influx of displaced people, social workers are increasingly required to serve this group not as exceptional but as regular clients. However, significant barriers—such as restrictive social policies and the inadequate preparation of social workers—limit forced migrants’ access to quality support services. This article examines the strengthening of core social work competencies in the learning process (e.g., through developing intercultural communication skills and applying experiential learning and trauma-informed methods). The article presents the results of an empirical study implemented within the Erasmus+ project “Improved Social Workers” in Lithuania and Cyprus. A mixed-methods research strategy combining observations, psychodiagnostic techniques, and reflexive analysis was employed in this study. Quantitative data revealed an increase in social workers’ communicative tolerance and a reduction in ethnocentrism. At the same time, qualitative analysis highlighted significant growth in both professional and personal aspects of the participants’ lives. Following training, both Lithuanian and Cypriot social workers reported improved intercultural communication, increased sensitivity to trauma, and enhanced professional skills. The findings underscore the importance of training social workers to effectively address the complex needs of forced migrants. Full article

This paper explores the theoretical foundations and practical applications of the Japanese concept of ikigai in the field of career counselling and study choice, with particular emphasis on its potential implementation in Slovenia’s educational system. Unlike traditional guidance models that primarily focus on the alignment of abilities and interests, ikigai represents a holistic framework integrating values, competencies, social contribution, and economic sustainability. The paper develops a novel conceptual model of ikigai coaching, applicable across three educational phases and structured into five implementation steps. It situates ikigai within broader motivational and existential theories, while also addressing the challenges of intercultural adaptation and risks of oversimplification or commercialisation. Empirical insight is provided through an expert interview with Professor Rutger ThielenTielen (Breda University of Applied Sciences, BUAS), and limitations as well as directions for future research are critically examined. The original contribution of this article lies in its contextualisation of ikigai within the Slovenian educational and cultural framework, where such approaches have not yet been systematically applied or academically evaluated. By integrating theoretical reflection, a structured coaching model, and empirical insight, the paper advances the academic debate on meaning-oriented career counselling and provides a culturally sensitive proposal for enriching guidance practices in Slovenia. Full article

Background: Indigenous populations worldwide face a disproportionate burden of HIV due to structural inequities, cultural marginalization, and limited access to health services. Despite growing recognition of the need for culturally adapted responses, the effectiveness of combination HIV prevention strategies in these communities remains underexplored. Objectives: This study aimed to evaluate and compare the effectiveness of multiple HIV prevention strategies among Indigenous populations using a systematic review and network meta-analysis (NMA), to inform equity-oriented public health interventions. Methods: Following PRISMA-NMA 2020 guidelines, a comprehensive literature search was conducted across four databases (PubMed, SciELO, LILACS, Science Direct) for quantitative studies published between January 2000 and June 2025. Eligible studies evaluated HIV prevention interventions among Indigenous populations and reported risk or odds ratios. A frequentist NMA model was used to calculate effect estimates (OR, 95% CI) and SUCRA rankings for seven types of interventions, combining biomedical, behavioral, and structural approaches. Results: Four high-to-moderate quality studies enclosing 4523 participants were included. The most effective intervention was home-based counseling and testing for HIV, followed by medical consultation combined with HIV testing. Standalone testing, while effective, was significantly less impactful than when combined with culturally sensitive educational strategies. Information-only strategies showed the least efficacy. The SUCRA analysis ranked home-based testing highest (45.17%), highlighting the importance of decentralization, community participation, and intercultural mediation. Conclusions: Culturally adapted combination prevention strategies—especially those integrating home-based testing and counseling—are more effective than isolated biomedical interventions in Indigenous populations. These findings reinforce the urgent need for participatory, context-driven public health responses that center Indigenous knowledge, reduce stigma, and expand equitable access to HIV care and prevention. Full article

Despite Greece’s historical and geographical significance in the Mediterranean, there is currently no national digital repository offering systematic access to Arabic chronicles, diplomatic letters, and travelogues from the eighth to sixteenth centuries. This absence critically impedes rigorous Arabological and Islamological research within Greek academia and restricts the educational landscape to predominantly Eurocentric perspectives. The Hellenic Digital Library of Arabic Historical Sources (HDB-AHS) is proposed as a pre-implementation targeted solution, presenting a trilingual (Greek–English–Arabic) digital platform designed to aggregate, preserve, and openly disseminate these vital sources. The article outlines a six-phase implementation plan combining IIIF, TEI-XML, FAIR for interoperability and reuse and CARE principles where community authority or sensitivity requires it, and open licensing with a robust rights–clearance framework for modern copyrights and sensitive materials. Beyond academic benefits, the project aspires to act as a meeting point of cultures, offering concrete tools for building bridges, combating intolerance, and fostering intercultural understanding. In a world that is rapidly changing, the creation of such an inclusive and responsibly curated digital resource is vital not only for advancing research but also for supporting dialogue and mutual respect across societies. The HDB-AHS provides a blueprint for similar initiatives in underrepresented fields. Full article

This study compares complaints in Korean and Chinese, focusing on how they are expressed explicitly or implicitly. Complaints are potentially face-threatening, yet they frequently appear in conversations among native Korean and Chinese speakers who are characterized as upholding Neo-Confucian values and emphasizing social harmony. Although some contrastive studies have examined complaints across languages, none have specifically investigated the explicit and implicit strategies employed in Korean and Chinese complaint discourse. Given the growing intercultural contact between Korean and Chinese speakers, this gap calls for closer attention. To address this, the present study explores how native Korean and Chinese speakers articulate complaints in the Korean and Chinese versions of the travel reality show Sisters Over Flowers. Sixteen episodes were analyzed using interactional sociolinguistic methods, incorporating both qualitative and quantitative approaches. The analysis uncovered both explicit and implicit strategies (e.g., expressions of annoyance or disapproval, overt grievances, questions, advice, teasing, and hints). Notably, the Korean participants produced significantly fewer complaints than their Chinese counterparts. These findings offer theoretical and practical insights. Theoretically, the results challenge overly broad notions of East–West pragmatic distinctions by demonstrating meaningful variation within East Asian cultures. Practically, a better understanding of explicit and implicit complaint strategies in Korean and Chinese can enhance intercultural communication, promote culturally sensitive responses, and bridge misunderstandings in increasingly globalized settings. Full article

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

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

Non-EU international students encounter considerable challenges in social integration, cultural adaptation, and emotional well-being within UK higher education. Despite this, the role of internet memes as a form of participatory digital media in mediating these experiences has not been extensively studied. This paper examines how non-EU students at a British university utilise memes to manage cross-cultural identity and daily stressors. Employing an Experience-Centred Design (ECD) approach, our qualitative research involved 20 participants through digital cultural probes, semi-structured interviews, and co-design workshop. We discovered that memes serve a dual role: they provide emotional bridges that foster a sense of belonging through shared humour, yet they also risk exclusion due to cultural opacity. We introduce the concept of “negotiated humour”, which requires cross-cultural explanation and reduces comedic spontaneity but enhances intercultural understanding. Furthermore, we identify a continuum of meme usage that reflects different phases of acculturation, ranging from expressing frustrations to creating hybrid cultural expressions. This study contributes to cross-cultural adaptation theory by highlighting memes as boundary objects in identity negotiation. We suggest design implications for culturally sensitive platforms, such as contextual footnotes, and institutional interventions like meme-based orientation activities to exploit humour’s potential for fostering inclusive dialogue. Our research highlights how transient digital humour can provide deep insights into identity, community, and the complex dynamics of cross-cultural adaptation. 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