Cross-cultural Education Research Articles

Challenges and Opportunities in Cross-Cultural Education: A Comparative Study of Barcelona and Beijing Foreign Studies University

This study investigates the intercultural challenges faced by Chinese students in Catalonia’s higher education system and evaluates the applicability of Beijing Foreign Studies University's (BFSU) successful intercultural education model to Spanish universities. Employing a mixed-methods approach, the research combines thematic analysis of qualitative interviews and quantitative survey data from Chinese students in Barcelona to identify key adaptation challenges, such as language barriers, cultural differences, and limited institutional support. Drawing insights from BFSU’s systematic curriculum design, faculty internationalization, and student engagement initiatives, the study provides actionable recommendations to improve cross-cultural education frameworks in Catalonia. The findings contribute to bridging gaps in intercultural education and promoting effective strategies for integrating international students, with implications for global educational policy and Sino-Western collaboration.

Artificial Intelligence and Cross-Cultural Communication: ChatGPT’s Role in International Chinese Education

As the incessant growth of science and technology, Artificial Intelligence (AI) has evolved significantly over the last few decades, transitioning from theoretical concepts to powerful, real-world applications. Its application has profound impacts on a variety of fields, such as science, medicine, logistics, and communication. As the globalization process advances rapidly, the intersection of AI and cross-cultural communication is reshaping how we interact with people from different cultural backgrounds. Since late 2022, the absence of ChatGPT marked a groundbreaking shift in the capabilities of conversational AI, showcasing a significant leap from traditional one. Undoubtedly, the role of ChatGPT in cross-cultural communication cannot be overlooked. In this context, the author aims to explore the ChatGPT’s impact in cross-cultural communication, especially international Chinese education. Furthermore, with the increasing popularity of Chinese learning, the paper highlights the future implications of integrating AI into cross-cultural education, proposing pathways to further refine AI technologies (like ChatGPT) for more nuanced and effective language education.

The Value of Cross-Cultural Education in the Clinical Educator Training Process: A Viewpoint

Purpose: The purpose of this article is to highlight the need for cross-cultural education skills in the clinical education training process. This article discusses the benefits of cross-cultural education for clinical educators (CEs) who work with supervisees from cultures that differ from their own. Conclusions: CEs differ based on their cultural backgrounds and their perception of concern about the impact that cultural differences have on the supervisory process. There is a need for cross-cultural education training for speech-language pathologists who work with supervisees particularly when there are limited cultural similarities between the CEs and supervisee. Further studies are needed to assess CEs' perceptions of the supervisory process and the potential impact it has on their own biases and interactions with supervisees.

Optimization of international talent training program in biological and biomechanical field of Shaanxi universities by integrating Transformer-GRU model under the “Belt and Road” initiative

In the field of biology of Shaanxi universities, there are problems such as insufficient internationalization of course content, limited internationalization level of teachers, and difficulty in meeting the personalized needs of students’ foreign language ability. To this end, under the Belt and Road Initiative, this paper proposes an intelligent solution based on Transformer and GRU (Gated Recurrent Unit) models, aiming to improve the quality of international education in the field of biology of universities by optimizing course content and teaching methods. This study first uses the Transformer model to integrate and analyze a large number of international education resources, identify global cutting-edge knowledge and cross-cultural education elements in biology courses, including biomechanical principles that underpin biological functions and interactions. This provides scientific support for the optimization of course content. At the same time, the GRU model is used to dynamically analyze the progress of teachers’ international teaching and students’ learning feedback. Just as organisms can adjust their metabolic rate according to the changes in the environment, the model automatically adjusts the pace and difficulty of the subsequent teaching content according to the students’ speed of mastery and difficulties in understanding biomechanics knowledge, ensuring that each student can keep up with the pace of teaching. Additionally, the integration of biomechanical concepts into the curriculum helps students understand the mechanical properties and behaviors of biological systems, fostering interdisciplinary thinking and enhancing their global vision. Experimental results show that the students in Class A who adopt this research program are significantly better than the control Class B in terms of knowledge mastery, interdisciplinary thinking, and global vision (P < 0.05); after the experiment, the average foreign language ability score of the students in Class A is 7.04 points higher than that of Class B; the overall satisfaction of the students in Class A with the new teaching program is as high as 82.5%. This paper, based on the combination of Transformer and GRU models, can effectively promote the international talent training process of biology majors in Shaanxi universities, particularly by incorporating biomechanical insights, thereby enhancing the competitiveness of this major in global academic and scientific research cooperation.

Cross-Cultural Education Model Through Multicultural Classrooms : An Ethnographic Study in Secondary Schools

This study aims to analyze the implementation of cross-cultural reflection within the context of multicultural education, focusing on understanding the dynamics of cultural diversity in the classroom. This research uses an ethnographic method with a qualitative approach. The research data were obtained through participant observation, in-depth interviews, and document analysis in several multicultural schools in Indonesia. Data analysis Involves identifying recurring themes, patterns, and ideas within the data, process of comparing data segments to identify similarities and differences, focuses on the stories and experiences shared by participants. The findings indicate that cross-cultural education plays an important role in improving intercultural understanding, motivating students, and creating a more inclusive learning environment. The integration of local culture into learning through the use of folklore and traditional practices has proven effective in increasing student engagement. In addition, the results of the study reveal the need for further training for teachers in adopting an ethnopedagogical approach to overcome learning barriers due to cultural differences.

Perspectives on Global Competency Development in Shanghai International Schools: A Qualitative Study of Parents and Teachers

The research delves into how parents and educators in Shanghais schools view the promotion of global competencies in the context of globalization and cross-cultural education practices through qualitative approaches such as semi-formal interviews to explore expectations concerning curriculum structure and teaching strategies that aid students, in acquiring global skills. The results show that parents often prioritize success and tangible results when it comes to international education for their children as a means to secure spots in prestigious universities and lucrative career paths; on the other hand, teachers prefer a more comprehensive method focusing on fostering critical thinking skills and adaptability along with promoting intercultural awareness to shape well-rounded individuals with a global perspective. This research underscores the importance of creating a rounded curriculum that integrates academic challenges, with hands-on learning experiences to address both educational and personal growth objectives. The study constraints involve the extent of the research and the size of the sample which implies that future investigations should delve into how educational practices affect competence development over time and the role of family involvement, in international education

The Conflict of Self-identity in Multiple Cultures: Adolescents Moral Choice of Cross-cultural Education

The deepening of globalization has facilitated the mingling and clashing of different cultures. More and more young people are in the educational context of multiple cultures. Adolescence is considered a critical period for developing self-identity. However, due to the complexity of cross-cultural education and the specificity of adolescents psychological development, the development of adolescents self-identity will face significant challenges. Therefore, helping adolescents to develop a sense of self-identity in cross-cultural education has become one of the key issues in the field of education. This study focuses on the domain of students from 13-22 years old who are studying overseas, aiming to explore strategies and methods to address the problem of adolescents self-identity in cross-cultural education. This study employs various research methods, such as literature review and theory analysis, to identify the main factors that influence adolescents development of self-identity in cross-cultural education. In addition, based on social identity theory and self-categorization theory, the research concludes with methods to promote adolescents' development of self-identity. Meanwhile, the findings of this research also provide insights for expanding the research on the relationship between adolescents' self-identity and their moral choices in cross-cultural education.

Role of Virtual Reality in Contemporary Education: Examining How Virtual Reality is Impacting Academic Self-Efficacy, Educational Cost, Cross-Cultural Education and Interactive Learning Environments

Role of Virtual Reality in Contemporary Education: Examining How Virtual Reality is Impacting Academic Self-Efficacy, Educational Cost, Cross-Cultural Education and Interactive Learning Environments

A comparative analysis of student perceptions of english language programs in japan and india: Effectiveness, satisfaction, confidence, support, and recommendation

This study examines student perceptions of English language programs in Japan and India, focusing on five dimensions that are effectiveness, satisfaction, confidence, support, and recommendation. Using a comparative framework, the study analyzed data from 127 participants across both countries through descriptive and inferential statistical methods, including Mann-Whitney U tests. The results reveal significant differences in perceived program effectiveness, with Japanese participants rating programs higher, reflecting their preference for structured, teacher-led approaches. Satisfaction, confidence, support, and recommendation ratings were comparable between the two groups, indicating general program success. These findings underscore the importance of culturally informed program design in enhancing educational outcomes. The study contributes to cross-cultural education by providing insights into how cultural and contextual factors shape perceptions of language programs. It highlights the need for interactive learning strategies to enhance confidence and practical language use. Future studies could explore qualitative insights to uncover nuanced cultural influences on program perceptions and outcomes. The findings have implications for educators and policymakers in designing adaptive and impactful language learning initiatives.

РОЛЬ ВИКЛАДАЧА У ФОРМУВАННІ МЕДІАГРАМОТНОСТІ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ

The purpose of the article is to define the role of the teacher in the formation of media literacy of the participants of the educational process. The study analyses contemporary Ukrainian and foreign works of teachers and methodologists. To achieve this goal, the following theoretical research methods were chosen: literature analysis - systematic research and analysis of existing publications and studies; logical analysis and synthesis. The relevance of the study is due to the fact that the role of educators in the field of media education, the challenges and tasks they face when introducing media literacy into the curriculum, as well as the connection between the acquired media literacy skills in the university community and later professional needs, are not sufficiently covered in current scientific works. The scientific novelty of the study lies in the fact that the article lists in detail the main tasks of the teacher when introducing the basics of media literacy into the discipline. The paper also highlights the main obstacles for teachers to integrate media literacy into the educational process, including political conditions, the structure of educational sectors, Журнал крос-культурної освіти/ Journal of Cross-Cultural Education. № 4 2024 16 lack of experience, budget or resources, and lack of organisational commitment to this area. The analysis of the results suggests the importance of media literacy as an integral part of private and professional life, and thus the significant role of teachers in promoting this concept in formal education for children and young people, which is timely and important. The article also outlines the prospects for further research, including the identification and critical analysis of media literacy projects proposed by civic activists, educators and media experts in Ukraine and abroad, the development of methodological recommendations for teachers to introduce media literacy knowledge in foreign language classes, the selection and independent development of authentic teaching materials, and recommendations for practical activities in evaluating media texts and creating their own media products.

ВИКОРИСТАННЯ IT ТЕХНОЛОГІЙ У НАВЧАННІ АНГЛІЙСЬКОЇ МОВИ В СЕРЕДНІЙ ШКОЛІ

The article examines the methodology of using IT technologies in secondary school English language teaching, as well as an assessment of their effectiveness through experimental research. Today, the educational process involves the integration of innovative technologies such as mobile applications, interactive exercises, and online platforms that Журнал крос-культурної освіти/ Journal of Cross-Cultural Education. № 4 2024 8 contribute to improving the quality of education and enhancing students' motivation. The scientific novelty lies in an experimental study conducted at Lutsk Lyceum No. 22, aimed at identifying the most productive IT technologies in teaching spelling, vocabulary, listening and grammar of modern English. Methods such as pedagogical experiments, statistical analysis of test results, and observation of changes in students' motivation and communication skills confirm the validity of the conclusions. The findings showed that the integration of IT technologies improves students' average scores in grammar, listening, and overall language proficiency, as well as their motivation for learning and independent work. Based on the data obtained, practical recommendations for teachers have been proposed. These include enhancing teacher training through workshops, integrating IT technologies at all stages of learning, using elements of gamification and interactive platforms, and regularly monitoring their effectiveness. The results of the experiment suggest that wide use of such technologies in educational institutions is advisable, as it ensures high-quality learning, the development of communication skills, and increased student motivation. For example, Duolingo and Memrise help expand vocabulary, Grammarly improves writing and editing skills, TED-Ed and YouTube develop listening skills, Google Classroom and Moodle enhance students' organizational skills, while Kahoot and LearningApps facilitate learning through interactive tasks. All these provide a modern and high-quality approach to learning.

KOMUNIKASI ANTARAGAMA DAN TOLERANSI DI DESA BALONG GARUT, SIDOARJO

This study aims to analyze the role of interreligious communication in maintaining tolerance in Balong Garut Village, Krembung District, Sidoarjo Regency. The village consists of a community with two major religions, Hinduism and Islam. The issue addressed is how interreligious communication can foster tolerance and harmony, as well as the barriers that may arise due to differences in culture, traditions, and religious beliefs. This research employs a descriptive qualitative method with data collection techniques through in-depth interviews and participatory observations with village residents. The findings reveal that open and cooperative interpersonal communication plays a crucial role in strengthening tolerance between religious communities, both in daily life and during shared social activities. Communication barriers, such as differences in traditions, culture, and beliefs, can be overcome through more intensive dialogue, cross-cultural education, and close cooperation between religious groups. This research contributes to the field of communication studies by highlighting the importance of intercultural communication in creating harmony in multicultural societies, especially in religious communities.

Implementation path of cross-cultural course teaching in private universities based on BTL model

This paper discusses the implementation path of cross-cultural course teaching in private universities based on BTL（Blended Teaching and Learning) model, and systematically analyzes cross-cultural courses from the aspects of theoretical background, teaching status, implementation design and optimization strategies. First, through literature review, the application of BTL model in education and its applicability in cross-cultural course teaching are sorted out, revealing its unique advantages in improving students' cross-cultural communication ability and cultural sensitivity. On this basis, the current teaching status and challenges of cross-cultural courses in private universities are analyzed, and the limitations in teachers, resources and quality assessment are pointed out. The implementation path proposed in this paper starts from the three stages of "before class-during class-after class", combines task orientation and collaborative learning, and constructs a teaching framework that combines theory and practice. In addition, through the optimization of teaching content and the establishment of a multi-dimensional evaluation system, the feedback mechanism of teaching quality is further improved. The research of this paper provides practical and feasible guidance strategies for cross-cultural course teaching in private universities, in order to achieve more efficient cross-cultural education under limited resource conditions and cultivate applied talents with global vision and cross-cultural adaptability.

Cultural Variations in Parenting Styles and Their Impact on Child Development

Abstract: With the advancement of globalization and the increase in cultural exchanges, a parenting style that adapts to globalization is necessary in order to better raise a new generation of newborns. The study explored the differences in parenting styles (PS) under different cultural backgrounds and their impact on children's development. The article focused on the interaction between culture and PS, using Baumrind's parenting style framework to review literature from different regions such as China, the United States, Nigeria, Spain and Singapore. By analyzing these articles, it was found that culture and social models were factors causing parenting style differences, but the authoritative parenting style is considered to be the best one among the four styles in most countries. PS have a profound influence on childrens psychological, social, academic, and personal value generation, and the style will be passed on to children and show some similarities in their future behaviours. This study reveals the impact of cultural background on PS and its profound role in the all-round development of children, providing important theoretical basis and practical guidance for cross-cultural education and parent-child relationships in the era of globalization.

Research on the Development of Piano Education Based on Bibliometric and Visualization Analysis

This paper aims to employ bibliometrics and visualization analysis to investigate the current development status and research hotspots in the field of piano education. The literature data is obtained from the Web of Science Core Collection database, analyzing publication years, core journals, courtiers/regions distribution, keyword co-occurrence maps, and highly cited papers in this research area. The results indicate that the number of relevant publications began rapidly growing in 2015. The United States and China are identified as the core countries for publications; however, the level of international collaboration remains relatively low. Major research hotspots include the innovative application of artificial intelligence (AI) and augmented reality (AR) technologies in piano education, online education, cross-cultural education, etc.

Ecolinguistic Thinking on the Application of Information Technology in International Chinese Education

The existing education system cannot meet the Chinese learning needs of social groups well. There are certain problems in ecological, balanced and benign development. Since the new century, information technology has developed rapidly, and Internet technology has been widely used in cross-cultural education. Starting from the current development status of international Chinese education in the new era, this paper takes its healthy development as the guiding principle, explores the feasible ideas of promoting educational development through interdisciplinary studies from the perspective of ecolinguistics, proposes some development strategies for international Chinese education, strengthens the construction of international Chinese education response mechanism for emergencies, promotes the effective allocation of international Chinese education resources, and especially strengthens the in-depth application of modern information technology in all aspects and fields of international Chinese education.

Research on the Intelligent System of English Teaching from the Perspective of Intercultural Education Based on Deep Learning

In today’s globalized world, cross-cultural communication skills are crucial for English learners. However, traditional English teaching often overlooks cultural differences among students, leading to difficulties in practical communication. The development of deep learning technology has provided new possibilities for English teaching, which can analyze students’ cultural background and learning needs through intelligent systems, and provide more personalized teaching plans. This study focuses on the application of intelligent system in English teaching from the perspective of intercultural education. By analyzing the characteristics of cross-cultural education and the advantages of deep learning technology, an intelligent system model of English teaching based on deep learning is proposed. The model can provide individualized English teaching programs according to students’ cultural backgrounds, learning needs and learning progress. A recommendation algorithm based on a cross-cultural education model comparison is proposed. For each student, retrieve similar teaching cases from the database based on their cultural background and learning needs. Compare the similarity between current students and cases in the database using similarity calculation algorithms. Based on the sustainable development teaching model of college English, the MAP algorithm is analyzed. The experimental results show that the intelligent English teaching system based on deep learning has a remarkable effect on improving students’ English achievement and intercultural communication ability. The model is trained and tested by the measured data. The error of the test results is less than 5%. The results of the experiment prove that the construction of a Chinese college English sustainable development education model can effectively enhance China’s cultural soft power.

Cross-Cultural Poetics: Exploring the Impact of Poetry Teaching Methods on Enhancing Cultural Comprehension in Chinese Language Education in Japan and Korea

This study explores the effectiveness of poetry teaching in enhancing students' cultural understanding within Chinese language education in Japan and South Korea. From the perspective of cross-cultural education, this paper analyzes the teaching methods of poetry, a core element of Chinese language education, in Japanese and Korean classrooms, focusing on phonetic learning methods and historical cultural background teaching methods. By combining qualitative and quantitative research approaches, the study examines the impact of different teaching methods on students' language proficiency and cultural understanding. The research subjects include Chinese language students from Korea University and Kyoto University, with data collected through various methods such as classroom observations, in-depth interviews, and questionnaires. The study concludes that both the historical cultural background poetry teaching method and the phonetic learning method significantly enhance students' cultural understanding within Chinese language education. This research provides new recommendations for poetry teaching in Chinese education in Japan and South Korea, as well as for improving students' literary literacy and aesthetic appreciation abilities

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.

Engaging science across cultures: building a research community of Buddhist monastics and undergraduate and faculty mentors

Emory University has had a long relationship with His Holiness the Dalai Lama through the Emory-Tibet Science Initiative. Recently the Tenzin Gyatso Science Scholars, who are Tibetan Buddhist monastics that reside and take courses on Emory’s campus, were enrolled in a novel science research course designed and taught by undergraduate students at Emory. The goal of this study was to build a research community of Buddhist monastics who worked alongside undergraduate and graduate mentors to complete projects in R1 research laboratories, and the course was designed as preparation for these efforts. The course covered aspects of the scientific method and focused on enhancing engagement and motivation of the Scholars to pursue science research. Knowledge acquisition was assessed through quizzes, affect changes were assessed through focus group interviews, and overall course success was measured through Principal Investigator surveys. Conceptual knowledge and overall average improvement increased significantly week-to-week. Changes in affect for self-efficacy, belonging, knowledge, and future applications/drive trended towards improvement in each respective category. Finally, all seven Monastic Scholars who participated in the research curriculum were enrolled in R1 research experiences after conclusion of the course, and their principal investigators positively evaluated the preparedness and motivation of the monastics. The curriculum detailed here and its implementation facilitated cross-cultural education and successfully transitioned students from the classroom into research laboratories.