Cross-cultural Competence Research Articles

Challenges of Translating Idiomatic Expressions: A Cross-Linguistic Analysis at a University in Hanoi, Vietnam

This study investigates the challenges students face when translating idiomatic expressions between English and Vietnamese and explores how linguistic and cultural factors influence the translation process. Utilizing a combination of translation task analysis and focus group discussions, the research reveals that students frequently rely on literal translations, resulting in inaccurate or nonsensical outcomes due to their inability to grasp the figurative meanings of idioms. Cultural mismatches, particularly the absence of equivalent expressions in Vietnamese, further complicate translation efforts, leading to significant misunderstandings. Additionally, linguistic barriers, such as syntactic differences between English and Vietnamese, hinder students' ability to produce natural and accurate translations of idiomatic expressions. The findings emphasize the critical role of cultural knowledge and syntactic flexibility in effective idiomatic translation. To address these challenges, the study recommends that translation training programs place greater emphasis on idiomatic understanding and cross-cultural competence. This study contributes to the growing body of literature on idiomatic translation by highlighting the interplay of linguistic and cultural factors and suggesting strategies to enhance translation accuracy.

The Impact of Language and Social Communication on the Sense of Belonging among International Students Using ScLINGO Application

The UK's Higher Education landscape embraces global diversity, with the country ranking second as a destination for international students. However, limited research attention has been given to understanding the challenges faced by these students, particularly regarding language proficiency and cultural adaptation, which affect their sense of belonging. This study aims to address these challenges by investigating the impact of ScLINGO, a web-based gaming platform, on enhancing language skills and fostering social integration among international students, including those studying to become health professionals. Drawing on existing literature, the study seeks to fill this gap and promote sociocultural adaptation through a digital gamified language-learning tool. ScLINGO offers personalized bingo cards and interactive language exercises to familiarize players with everyday phrases and enhance language proficiency, encouraging both independent learning and collaborative interaction. The study navigates through three phases of game development, informed by insights and feedback from practitioners, students, and technology developers. By promoting cross-cultural competence and communication, the study aims to create a more inclusive higher education environment. ScLINGO's pilot phase addresses the rationale behind the game, building-up phases, and stakeholder feedback, anticipating its role in addressing cross-cultural maladjustment and facilitating effective support mechanisms for international students. Ultimately, the findings aim to contribute to the development

Developing cross-cultural competence in entrepreneurship education: What is the role of the university

In the last few years, entrepreneurship has gained increasing attention among researchers and policy-makers because of its role in economic and social development. Since a growing number of entrepreneurs are starting new ventures in several countries or cultures simultaneously, they deal with several cross-cultural issues. For this reason, cross-cultural competence becomes a critical driver of new venture performance. In this context, entrepreneurship education is considered an effective way to stimulate entrepreneurship-related skills and cross-cultural competence and to develop students’ entrepreneurial intentions. The European Commission has also underlined the role of entrepreneurial culture and competence as key factors for the creation of a new generation of public and private workers who are more creative, proactive, and innovative. The aim of this study is to theoretically discuss why and how cross-cultural competence could and should be integrated in entrepreneurship education programs, suggesting the Italian model of C-Labs as a viable set of contamination between university students at different levels and from different disciplines that promotes a new learning model based on interdisciplinarity. The study contributes to the advancement of the literature on cross-cultural competence and entrepreneurship education offering some practical insights for the development of entrepreneurship programs characterized by a cross-cultural approach.

Review of the Practice and Research on the Integration of International Curriculum in Chinese Schools

With the acceleration of globalization, the integration of international curricula has become increasingly important in the field of Chinese education, aiming to cultivate talents with a global perspective and local wisdom. This review, through an in-depth examination of existing literature, reveals the current research status and trends in the field of international curriculum integration. The study finds that, despite significant progress in the introduction of curriculum systems, innovation in teaching models, and professional development of teachers, there are still issues such as insufficient exploration of the correlation between teaching models and student learning outcomes, a lack of systematic research on curriculum localization and cross-cultural competence development, and a need for more in-depth strategies to support the professional growth of teachers. Therefore, future research needs to further explore the empirical effects of teaching model innovations, systematic strategies for curriculum localization, and multi-dimensional approaches to promote the professional development of teachers, in order to advance the integration of international curricula and improve the quality of education.

AI-Enhanced Cross-Cultural Competence in STEM Education

Cross-cultural competence (CCC) is leaders' most critical skill set in science, technology, engineering, and math (STEM) education because it can help them effectively manage cultural diversity. The research provides insights into the potential of AI to foster more inclusive and culturally aware educational environments for STEM students using a theory that combines Constructivism and Cultural-Historical Activity Theory (CHAT). The study discusses two research questions: (1) How can AI-driven tools be used in STEM education to enhance cross-cultural sensitivity and communication? (2) What is the impact of AI-facilitated reflective practices on students' self-awareness of cultural biases? This research shows how AI-based language translators and cultural simulations enable learners to adapt to different cultures. According to Constructivism, learning occurs when learners actively construct their knowledge from experiences towards cultural sensitivity, understanding, and respecting other cultures while reducing stereotypes. CHAT, on its part, views AI as aligning with AI as one of the artifacts or tools that are at the disposal of human beings in order to facilitate social interaction; thus, it has the potential to enhance intercultural communication where verbal cues are not only linguistic but also non-verbal. A total of 228 respondents were reached through surveys, resulting in preliminary results showing improved CCC due to accommodative devices such as culturally-specific software simulations or language translators employing AI models. This study adds value to the existing literature by presenting empirical evidence of how AI can foster CCC in STEM education. It highlights the imperative of AI's theoretical and practical applications in educational curricula.

The Role of Cross-Cultural Competence in Global Business Strategies: A Comparative Analysis of Emerging and Developed Markets

The Role of Cross-Cultural Competence in Global Business Strategies: A Comparative Analysis of Emerging and Developed Markets

Културни възприятия в българските образователни институции: основни и средни училища

The perception of the ethnic minorities in Bulgaria is generally negative. The reasons for this are found in insufficient awareness and the impact of the media discourse. There is a critical public need to discuss the topic of the multicultural classroom and a growing need to explore the issue of pedagogical multicultural attitudes and cross-cultural competence. The research analyses results from an own empirical study on the topic conducted in 2023 in several cities in the country in primary and secondary schools.

Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: a mixed methods study

BackgroundInterdisciplinary collaboration is known to foster professional innovation and enhance student learning across different domains. However, the research on the effectiveness of integration of interdisciplinary learning in pediatric nursing education is limited. Therefore, this study aimed to examine the effectiveness of integrating game-based learning, an interdisciplinary approach to teaching, into pediatric nursing education’s play courses.MethodsWe used a mixed methods study with pre-test/post-test quantitative analyses and a descriptive qualitative analysis of students’ reflection journals. Data were collected between August 2019 and July 2020 to gauge course effectiveness. Quantitative data obtained from the questionnaires were analyzed using a t-test, correlation, and regression analysis. Qualitative data using students’ reflective journals were collected and analyzed using content analysis. One hundred and three second-year nursing students enrolled in a four-year nursing program. Nursing students attended classes in university classrooms and served learning in a kindergarten or hospital in Northern Taiwan.ResultsThe subscales of Students’ Learning Outcome in knowledge, abilities, and attitudes showed significantly higher mean post-test scores compared to pre-test scores: 26.15 (SD = 3.35) vs. 16.82 (SD = 4.49), p < .001; 18.03 (SD = 2.13) vs. 11.43 (SD = 2.95), p < .001; and 12.90 (SD = 2.12) vs. 8.72 (SD = 2.52), p < .001. Furthermore, scores on the Service-Learning Abilities Scale indicated a significant increase in communication, problem-solving, knowledge application, and cross-cultural competence. Integrating instruction to improve problem-solving skills and knowledge application predicts student learning outcomes. Qualitative findings revealed nursing students’ reflections on integrating different learning areas, communication, problem-solving, and practical knowledge skills.ConclusionsIntegration of interdisciplinary learning effectively stimulates learning among nursing students and enhances their knowledge, abilities, and attitudes toward therapeutic play, benefiting children’s health. Our findings demonstrate that integration of interdisciplinary learning significantly enhances nursing students’ healthcare-giving competence, particularly in communication, problem-solving, knowledge application, and cross-cultural competence as measured by the Service-Learning Scale. Integrating social service with integration of interdisciplinary learning exposes nursing students to diverse challenges and needs, thereby enhancing their communication skills, knowledge application, and problem-solving abilities. Nursing students can blend knowledge and skills through integrated learning, which is crucial for nursing career preparation.Trial registrationN/A. It was a survey on educational activities.

Optimizing Medical English Teaching through Intercultural Competence: A Quantitative Analysis in Chinese Vocational Institutions

The purpose of this study is to investigate the effects of integrating cross-cultural competence into medical English teaching on improving the English learning outcomes of medical students in Chinese vocational colleges. Using quantitative research methods, a 16-week cross-cultural integration medical English teaching experiment was designed and implemented with 108 medical students in a vocational college. The 108 students were randomly divided into an experimental group and a control group. The experimental group was taught with cross-cultural content, while the control group was taught with traditional teaching methods. Before and after the study, students in both groups were tested on English listening, speaking, reading and writing skills, pragmatic skills, and intercultural competence. Through statistical analyses such as independent samples t-test, repeated measures ANOVA and structural equation modeling, the results of the study showed that: (1) the experimental group made significantly better progress than the control group in English listening, speaking, reading, writing, pragmatics, and cross-cultural competence; (2) cross-cultural competence partially mediated the improvement of the overall English proficiency; (3) cross-cultural competence had a significant impact on the experimental group's pragmatics and oral communication; and (4) cross-cultural competence had a significant impact on the experimental group's oral communication and pragmatics. s pragmatics and oral communication skills significantly. This study provides an evidence-based cross-cultural integration teaching model for medical English teaching, which can help Chinese vocational colleges and universities to cultivate medical talents with cross-cultural literacy to better meet the needs of international medical cooperation and communication.

“To be culturally competent is to be willing to learn about the differences and to acknowledge them”- a qualitative study on Polish medical students’ attitudes towards cross-cultural competence development

BackgroundChanges in Polish demographic data with a growing number of culturally and linguistically diverse patients stipulate new directions in medical education to prepare future physicians to work effectively across cultures. However, little is known about Polish medical students’ willingness to gain cross-cultural knowledge and skills, desire to get engaged in interactions with patients from diverse cultural backgrounds, expectations and needs concerning cross-cultural training as well as challenges they face in the path to cultural competence.MethodsTherefore, in this study, we conducted and thematically analysed fifteen semi-structured interviews with medical students to broaden our understanding of medical students’ perception of cross-cultural competence enhancement.ResultsThe conducted thematic analysis allowed for the development of four themes, which showed that Polish medical students perceived skills and knowledge necessary to facilitate culturally congruent care as indispensable to form quality patient-doctor relations, believed that lack of cultural sensitivity may lead to dangerous stereotype formation and insufficient competence may be the source of stress and anxiety resulting in confusion and lack of confidence. Finally, numerous suggestions have been made by participants on how to improve their cross-cultural competence. Students emphasized, however, the role of medical education with active and experiential learning methods, including simulation-based training, in the process of equipping them with the knowledge and skills necessary to provide best quality care to culturally diverse patients.ConclusionsOur analysis indicated that Polish medical students seem to hold positive attitudes towards cultural competence development and view it as an important component of physician professionalism.

Atypical jobs in psychology: Interview with Dr. J. Douglas McDonald ("Spotted Hawk").

This article outlines the career of Dr. J. Douglas McDonald, professor of psychology at the University of North Dakota (UND) and the director of the UND Indians into Psychology Doctoral Education Program. During graduate school, McDonald grew determined to develop a program that would assist American Indian students with entering the field of psychology in order to serve native populations across the United States and build cross-cultural competency and allyship within the psychological community. Upon graduating with a PhD in clinical psychology from the University of South Dakota, he created the flagship Indians into Psychology Doctoral Education program at UND, which meets these objectives, and has directed it ever since. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

AI’s Role in Enhancing Cross Cultural Competence and Leadership through Online Education Programs

Cross-cultural competence (CCC) is essential for any future leader. The paper analyzes and discusses the potential of artificial intelligence (AI) to narrow the divide existing in online degree programs, a pivotal element in fostering leadership excellence and capabilities while ensuring universal access to technology. The study's methodology primarily involves an in-depth literature review of existing research and theories on AI, online education, and cross-cultural competence. It discusses the strengths and weaknesses of current online educational platforms and recommends introducing AI precision education to bridge the shortcomings of different platforms. The paper reveals some critical insights: CCC is essential for students and future leaders to function in a globalized, increasingly interconnected world; however, there has been a gap between students' assumed CCC and their actual CCC. The paper identifies shortcomings in their CCC curriculum and suggests improvement methods by analyzing the world's top ten STEM universities. The paper finds that AI's ability to accommodate cultural and cognitive differences promotes an inclusive educational environment and addresses broader digital access and equity issues. It concludes with a strong argument for integrating AI in online cross-cultural education to prepare future leaders with the skills necessary to thrive in a globalized, increasingly interconnected world.

Assessment and Enhancement of Chinese College Students’ Cross- Cultural Learning Competence Based on BP Neural Network Algorithm

Cross-cultural learning competence, a critical skill in our globally interconnected world, is advanced through the application of the Backpropagation (BP) neural network algorithm. This innovative approach involves leveraging neural network techniques to model and enhance individuals' abilities to navigate and understand diverse cultural contexts. The BP neural network algorithm facilitates personalized learning experiences by adapting to individuals' cultural backgrounds and preferences. This research explores a comprehensive approach for assessing and enhancing cross-cultural learning competence among Chinese college students, integrating the Word Embedding Multilingual Model with the Back Propagation Neural Network (WEMM-BPNN) algorithm. Recognizing the importance of global competencies in higher education, our study focuses on leveraging advanced neural network techniques to evaluate and elevate students' cross-cultural learning abilities. The WEMM-BPNN model combines the power of word embedding and multilingual considerations, tailoring the learning experience to individual cultural backgrounds. Through a meticulous analysis of cross-cultural data and linguistic patterns, the algorithm refines its recommendations for personalized learning strategies. The research aims not only to assess the current state of cross-cultural learning competence but also to provide targeted interventions to enhance students' intercultural understanding and adaptability. By merging linguistic models with neural network algorithms, this study offers a pioneering approach to cultivating cross-cultural competencies, contributing valuable insights to the ongoing discourse on globalized education.

Non-Technical Skills Needed for the Current and Next-Generation Agricultural Workforce

This study highlights the need to recognize and train agricultural workers in essential non-technical skills to enhance workforce effectiveness and sustainability within the agriculture sector. Focused on the Gippsland region of Victoria, Australia, the research involved initial semi-structured interviews with three agricultural training managers to identify relevant non-technical skills for food and fibre workplaces. Representatives from twenty Gippsland food and fibre businesses were then surveyed to rate these identified skills across different workforce segments: (a) seasonal workers, (b) entry-level workers, (c) supervisors, and (d) managers. Descriptive statistics, including frequency counts, means, and standard deviations, were used to analyze the responses. Employer ratings for skill needs were weighted against the number of workers employed in each workforce segment. Key non-technical skills such as communication, teamwork, problem-solving, and cross-cultural competence were found to be in high demand, particularly among seasonal and entry-level workers. However, there is a significant gap between the importance of these skills and their prioritization in accredited training programs. Addressing this gap is crucial for investing in a skilled and adaptable agricultural sector that is competitive and sustainable. The theoretical understandings derived from this study’s results warrant further research and replication in diverse commodity sectors and locations within Australia and internationally.

THE ROLE OF CROSS-CULTURAL APPROACH AND ITS IMPLEMENTATION IN THE TRAINING OF PROSPECTIVE ENGLISH TEACHERS BASED ON ROMANIAN EXPIRIENCE

The article highlights the problem of professional training of prospective English language teachers at the current stage of globalization transformations in the European educational space. The role of the cross-cultural approach in the training of prospective Englishteachers is determined. The relevance of the investigated problem is substantiated; the reasons for unresolved problems related to the topic of the article are indicated. The theoretical aspects of the cross-cultural approach to the training of English language teachers and ways of its implementation are presented. The study of the cross-cultural approach in education, presented in domestic and foreign scientific literature is analyzed. The role of the English language as a means of intercultural communication, which contributes to the acquisition of international educational experience and spreading of cultural relations and forming professional competences is determined. Three levels of strategic planning for the development of intercultural competence are distinguished and characterized. The main learning strategies of formation prospective English language teachers’ cross-cultural competence are defined. Also, the didacticnecessity of using authentic textbooks and materials in training prospective English teachers has been proven.

The Role of Multinational Corporation in Enhancing Skill Development and Promoting Innovations in India: A Critical Analysis

With the onset of globalization, MNCs have emerged as significant drivers of economic growth and industrial development in India, bringing innovative technology, managerial knowledge, and best practices from all over the world. This research looks at how multinational corporations help employees improve their abilities through various initiatives and programs. These programs cover a wide range of topics, including technology adoption, quality management, and cross-cultural competency, providing employees with the tools they need to succeed in a globalized work environment. MNCs give employees access to global best practices and help them in their future. Employees benefit from cross-functional teamwork and knowledge exchange, which provide useful insights and experiences that contribute to their professional development. MNCs provide possibilities for professional advancement and continual learning, encouraging employees to pursue higher education, certifications, and specialised training courses that are relevant to their roles. MNCs enable staff to stay up to date on technical breakthroughs and contribute successfully to the organization's success by cultivating a learning and innovation culture. It plays a crucial role in technology transfer and research collaboration, establishing R&amp;D centers and partnering and combination with local industries.

AI-Assisted English Language Learning for Cross-Cultural Medical Education in Multilingual Settings

In the interconnected world of global healthcare, proficiency in the English language serves as a crucial cornerstone for medical professionals as it facilitates access to a vast wealth of knowledge, collaborative research, and international dialogue. However, the challenge of developing not only linguistic proficiency but also cross-cultural competence within multilingual medical settings remains a significant challenge. This article investigates the innovative potential of artificial intelligence (AI) in transcending these barriers through AI-assisted English language learning, aimed at enriching cross-cultural medical education. It underscores the critical role of English in medical academia and practice by highlighting the consequential divide that language barriers can impose on non-native English speakers. Furthermore, it investigates the nuances of cross-cultural communication within healthcare by emphasizing the necessity for cultural competence amongst healthcare professionals to ensure comprehensive patient care across diverse cultural backgrounds. The investigation extends into an analysis of current AI technologies in language learning, evaluating their capacity to offer personalized, immersive learning experiences that go beyond mere linguistic acquisition to include cultural nuances and medical terminologies. Through an examination of case studies, the article presents successful integrations of AI-assisted language learning tools in medical education. And also, it illustrates their impact on improving English proficiency, cultural awareness, and ultimately, patient care in multilingual environments. Similarly, this article argues for a more inclusive approach to medical education. It proposes the utilization of AI technology, envisioning a future where AI-assisted English language learning becomes an integral component of medical curricula. This approach aims to foster a generation of healthcare professionals equipped with both the linguistic skills and cultural sensitivities required to negotiate the complexities of global healthcare.

EMPOWERING LITERACY IN MARITIME EDUCATION: STRATEGIES AND PROFESSIONALISM ALIGNMENT

This research investigates language instruction strategies and professionalism alignment within maritime education, focusing on 45 junior cadets. Through qualitative analysis, findings reveal varying language proficiency levels among cadets, with a predominant need for technical terminology mastery and communicative competence. Additionally, cadets emphasize the importance of practical learning experiences, such as shipboard training, and the integration of cross-cultural competence training. The research highlights the alignment between language instruction practices and international standards, notably the International Maritime Organization's (IMO) Standards of Training, Certification, and Watchkeeping (STCW) convention. Moreover, professionalism attributes, including safety awareness, ethical conduct, and leadership skills, are identified as integral components of maritime education. Recommendations include the integration of specialized language resources, continuous evaluation of instructional practices, and the promotion of ethical leadership. By addressing language instruction needs and professionalism requirements, maritime education institutions can enhance cadets' readiness for successful careers in the maritime industry.

Unraveling market access opportunities through one stop border posts: Traders’ perceptions on the influence of administrative practices and cross-cultural competences

Unraveling market access opportunities through one stop border posts: Traders’ perceptions on the influence of administrative practices and cross-cultural competences

Negotiation Strategies in International Diplomatic Conflicts in United States

Purpose: The aim of the study was to analyze negotiation strategies in international diplomatic conflicts in United States. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Findings on negotiation strategies in U.S. diplomatic conflicts highlight the use of coercive diplomacy, economic sanctions, and multilateral negotiations. These strategies involve bilateral talks, international organizations, and third-party mediation. Leverage, including military power and economic incentives, is employed to advance U.S. interests. Challenges arise from divergent interests and power dynamics. Success requires a balanced approach of assertiveness and flexibility. Unique Contribution to Theory, Practice and Policy: Game theory, constructivism &amp; distributive and integrative bargaining may be used to anchor future studies on the negotiation strategies in international diplomatic conflicts in United States. Provide negotiators with training and resources to enhance their cross-cultural competence, including understanding cultural values, communication styles, and negotiation norms. Invest in the development of mediation and third-party intervention mechanisms to facilitate diplomatic negotiations in international conflicts.