Cultural Knowledge Research Articles

Integrating Intercultural Communicative Competence in College EFL Teaching in China: Roles and Challenges for Teacher

Under the background of globalization, the necessity and importance of intercultural communication have become increasingly prominent. As one of the worlds major economies and a populous country, Chinas cultivation of talents with intercultural communication competence (ICC) deserves attention. This scholarly review examines the pedagogical implications and complexities faced by English language instructors in fostering ICC within Chinese tertiary education. Through a comprehensive analysis of both domestic and international scholarly literature, this investigation elucidates the conceptual framework, constituent elements, and significance of ICC. The study synthesizes existing research to illuminate the pivotal function of educators in facilitating intercultural competence within the English as a Foreign Language (EFL) instructional paradigm. The challenges in intercultural English teaching include an overemphasis on language and cultural knowledge at the expense of intercultural communication skills, excessive reliance on textbooks, and insufficient practical experience and training for teachers. To augment educators' ICC, it is crucial to enrich their knowledge base, amalgamate cultural education with language pedagogy, and refine training programs centered on intercultural communication.

Cultural and Linguistic Adaptation of International Students at Russian Medical Universities: A Narrative Case Study

In the context of the intense internationalization process of higher education institutions globally, and amid the emergence of the conception of transcultural universities whereas students encounter the complex and multidimensional character of cultural and linguistic diversity, the effectiveness of international students’ cultural adaptation is becoming more salient than ever. In this paper, accordingly, the authors aimed at gaining an insight to foreign students’ cultural and linguistic adaptation process at Russian medical universities. International students from 49 countries were surveyed enabling respondents to elaborate on their intercultural experiences in Russia. Narratives were gathered from foreign students (N = 200) and investigated applying Polkinghorne’s concept of narrative analysis followed by the application of an innovative method, the identification of linguistic lacunas (lexical gaps) between students’ native languages and the Russian language. Linguistic lacunas were identified in 28 cases from the semantic domains of food, national holidays, personality traits, urban and rural areas, restaurants, nature, communication, transportation, local government, habits, events, and artifacts. 97% of respondents were able to evoke a best experience in Russia, that shed light on the following major thematic groups: travel, friends, cuisine, local events, and university. Worst experiences were revealed by 84,5% of students – those originated from the domains of language, cultural differences, weather, infrastructure, unpleasant events, racism, discrimination, and bureaucracy. 50,5% of respondents were parts of an intercultural misunderstanding or conflict, mostly due to the language barrier, discrimination, bad behavior of locals, lack of cultural knowledge, and racism. Results of the study can be effectively utilized primarily in the preparation of and assistance to international students in Russia to alleviate their cultural adaptation process by enhancing their intercultural awareness and transcultur

A study on the social integration of international secondary students in Canadian high schools

AbstractResearch on the international secondary students (ISS) is scarce compared with the proliferating literature on their tertiary counterparts. This paper focuses on social integration experiences of ISS from diverse ethnic backgrounds, the undergirding macro‐, meso‐, and micro‐mechanisms, and the supports needed for their successful integration. It draws on a subset of data from a longitudinal qualitative study through an interdisciplinary conceptual framework. This study employs multiple case study designs with critical intercultural hermeneutics as an interpretive approach. Research methods involve (a) serial interviews with six ISS that spanned the 2022–2023 school year; (b) in‐depth interviews with their parents, homestays, teachers, and agents; (c) online observations of the students’ virtual communities; (d) documents; and (e) research journals. It uncovers three mechanisms undergirding ISS’ social integration challenges: lack of ethnic proximity, a departmentalised classroom system and capital defence. This study suggests that stakeholders and researchers of ISS must obviate deficit‐oriented and assimilationist perspectives, which attribute social integration challenges solely to ISS’ limited knowledge of mainstream culture and language. Instead, a paradigm shift is necessary to redefine the criteria for successful social integration as harmonious interaction with students from diverse ethno‐cultural backgrounds, encompassing both culturally dominant and minority groups, with educators playing a central role in fostering this integration.

Forgetting culturally diverse equity groups in Australian doctoral policy: what happens when population parity is reached?

ABSTRACT Population parity figures keep governments and universities accountable in ensuring that equity groups have access to higher education. However, what happens once population parity is reached? This paper explores Australian doctoral education policy on culturally and linguistically diverse (transcultural) domestic candidates. Using Foucauldian discourse analysis, we suggest that an overwhelming focus on counting avoids addressing vital epistemological questions about the diverse knowledge transcultural candidates bring to Australian research. We highlight the ways doctoral policies do not capture the significant diversities within transcultural communities. We recommend the use of Nancy Fraser’s concept of participatory parity instead of population parity in government policy as a way of incorporating three elements of social justice – redistribution, recognition and representation. Focusing on the element of recognition, we extend Fraser’s notion of cultural recognition to include valuing diverse cultural knowledge systems which might create the conditions for epistemic justice in Australian doctoral education policy.

South Asian women's lived experiences of health care after disclosure of family violence: a qualitative meta-synthesis review.

Given the high prevalence of family violence (FV) amongst South Asian women, the experiences and expectations of addressing FV within healthcare, is of policy, practice and research interest. Whilst FV is shaped and influenced by various interconnected sociodemographic and cultural factors, it can be addressed in healthcare settings through identification and response. To explore South Asian women's lived experiences and expectations about identifying and responding to FV within healthcare. This review utilised a systematic methodology; nine databases were searched up to June 2024. A total of 8,217 records were screened by two reviewers independently based on a priori inclusion and exclusion criteria. A thematic analytical approach guided the integration of findings from 14 qualitative studies. Thematic synthesis of the articles generated three themes (1) I was afraid to share, (2) They just walk away, (3) Understand and listen to my pain. These themes represented the perspectives, feelings, and expectations of both local and migrant South Asian women survivor participants. Cultural factors and social obstacles may prevent South Asian women from seeking and using appropriate support services. Additional barriers may include healthcare providers' reluctance to address FV with South Asian women because of a lack of cultural knowledge and/or appropriate methods to address FV. South Asian women participants reflected that they want healthcare providers to understand them, acknowledge their discomfort, and provide culturally appropriate strategies and solutions. It is highly recommended that policymakers and health-care providers continue to be mindful of the social and cultural challenges faced by South Asian women who experience FV.

Supporting Long-Term Meaningful Outcomes in Stroke Rehabilitation.

Rehabilitation is the mainstay of recovery after stroke, but key recommendations focused on delivering 'as much therapy as possible' and stroke survivor outcome measures have remained relatively unchanged for decades. Traditional therapy approaches focus on maximum improvement of physical impairments while a stroke survivor is in hospital to ensure that community discharge can be deemed 'safe'. This narrow approach sidelines the outcomes that are meaningful to the stroke survivor in the long term and the challenges they may face within their social context. In this article, we highlight the importance of the whole-person approach and review recent research introducing novel considerations to optimise outcomes after stroke. Psychosocial well-being is a major component of health but is poorly acknowledged and managed for stroke survivors. Evidence supports the use of self-management interventions, peer befriending, and culturally - responsive methods, including deep engagement with Indigenous and cultural knowledge. Cultural safety and involvement of a stroke survivor's important personal connections are also vital for achieving truly person-centred care and equity in rehabilitation outcomes. Outcomes in rehabilitation will be optimised if we shift our mindsets from a sole focus on improving physical impairments to a broader scope of delivering whole-person care.

Indonesian Migrants and the Development of the Halal Tourism Industry in Taiwan

Abstract This paper examines the pivotal role of Indonesian migrant communities in shaping Taiwan’s halal tourism sector, analysed through a transnationalism lens. Despite Taiwan’s predominantly Buddhist and Taoist culture, the island has become a prominent destination for Muslim travellers, ranking second among non-Organisation of Islamic Cooperation countries in halal tourism. However, the contributions of Indonesian Muslim migrants—comprising workers, students and professionals—remain largely overlooked. This study employs a qualitative approach, including semi-structured interviews with Indonesian migrants, business owners and halal certification experts, complemented by field observations and secondary data. Its findings reveal that Indonesian migrants introduce halal food, bridge cultural gaps between local businesses and Muslim tourists and facilitate the halal certification process. The paper highlights how migrant communities, through transnational networks, contribute to the global exchange of cultural practices, tourism knowledge and business models.

The Evolution and Literacy Transmission of Chuandong Zhu Qin in Chongqing Municipality, China

This study focuses on the evolution and literacy transmission of Chuandong Zhu Qin in Chongqing Municipality, China. It traces its origins back to Taoism’s influence before becoming a cultural legacy. During the early Qing Dynasty, Chuandong Zhu Qin performers used folk music in their storytelling, secularizing it. Government backing, particularly the formation of the Chengdu Quyi Team, was critical to its maintenance and extension, allowing cultural knowledge and literacy to be transmitted more effectively. Artists switched from seating to standing performances, which improved character depiction and enriched the instructional component. Chuandong Zhu Qin artists actively participated in revolutionary propaganda throughout the War of Resistance Against Japan, and following the establishment of the People’s Republic of China, they developed new compositions honoring the party, revolution, and people. This educational dimension was critical in conveying Chuandong Zhu Qin’s cultural knowledge and literacy, ensuring their preservation. Chuandong Zhu Qin’s adaptation and persistence in changing cultural situations demonstrate its importance as a traditional art form. It continues to engage audiences, educate future generations, and enrich Chongqing’s cultural legacy.

Phylogenetic Perspectives and Ethnobotanical Insights on Wild Edible Plants of the Mediterranean, Middle East, and North Africa

This study investigates the phylogenetic and geographical distribution of wild food plants (WFPs) across 30 Mediterranean and North African (MENA) regions, focusing on the intersection of evolutionary lineage, ecological adaptation, and cultural utilization. A phylogenetic analysis of 111 genera of WFPs used in traditional diets reveals clusters reflecting shared ancestry, functional adaptations, and ecological resilience. Key regions such as Lebanon and Ikaria stand out as potential centers for the diversity of wild food plant use, suggesting that the Eastern Mediterranean may be a primary origin area, especially for species adapted to semi-arid climates. Major plant families including Lamiaceae, Rosaceae, and Fabaceae form distinct clusters that underscore their common ancestry and adaptability, making them foundational to traditional diets and medicinal applications across various environments. Geographical analysis indicates historical connections, such as those between Malta and Egypt, supporting the hypothesis that ancient trade routes influenced the spread and cultural exchange of wild food plant use across the Mediterranean. The study emphasizes the integration of phylogenetic and ethnobotanical perspectives, shedding light on how biodiversity, ecological adaptation, and cultural practices intersect in these regions. This research demonstrates that WFPs serve as both ecological and cultural assets, crucial for preserving traditional diets and supporting biodiversity conservation amid environmental changes. Integrating evolutionary and cultural knowledge can enrich ecological understanding and contribute to the sustainable use of plant resources in the MENA regions.

College Students’ Views on Museum Learning: A Sustainable Aesthetic Education Perspective

Museums are important educational platforms in informal learning environments, offering essential off-campus venues for university-level aesthetic education. Over half of students’ independent off-campus art appreciation activities occur in museums. This study employed a mixed-methods approach to analyse students’ general impressions of museums using the TF-IDF algorithm. Additionally, the specific feelings of university students participating in self-directed museum learning were explored through focus groups, and differences between learning in museums and appreciating other art forms from the students’ perspectives were analysed. The results show that museums provide students with profound cultural and artistic knowledge. Students prefer museums for independent art appreciation because of the freedom, control, and safety offered in that learning process. In terms of interactivity, comprehensiveness, and repeatability, clear differences exist between museum art appreciation and other art disciplines. Overall, museums are important and sustainable off-campus aesthetic educational resources for universities.

Translating Natural Language questions into CIDOC-CRM SPARQL queries to access Cultural Heritage knowledge bases

To explore information on the Semantic Web, SPARQL queries or DL-queries are suitable tools. However, users interested in exploring the content of such knowledge bases often find it challenging to employ formal query languages, as this requires familiarity with the target domain’s representation model. To address these challenges, a Question-Answering System that automatically translates natural language questions into SPARQL queries, over the Smithsonian American Art Museum CIDOC-CRM representation is presented. The proposed approach uses an ontology, named Query Ontology, defined to represent the natural language concepts and relations specific to the question’s domain. This system’s architecture uses a traditional natural language processing symbolic approach, with a pipeline of modules for the syntactic, semantic, and pragmatic analysis. An evaluation of the proposed system is presented and shows very promising results.

Development of Ethnoscience-Based E-Modules on Arabica Java Ijen-Raung Coffee Plant to Improve Learning Outcomes of Grade IV Elementary Students

Indonesia is a country that has a rich culture and abundant natural resources. In the globalization era, local cultures are significantly fading due to the incoming influence of foreign cultures. Education is a tool to bridge knowledge and values embedded in a place to the community. Ethnoscience is an approach that connects local culture and scientific knowledge. This study uses an ethnoscience approach to preserve knowledge derived from natural potential in Indonesia. Integrating ethnoscience concepts in learning helps students improve their learning outcomes and master 21st-century skills that are relevant today. This study aims to develop an ethnoscience-based e-module on the arabica java ijen-raung coffee plant. This module highlights the unique methods of planting Arabica coffee in the Ijen highlands. This study examines the validity, effectiveness, and practicality of using an ethnoscience-based e-module on the arabica java ijen-raung coffee plant to improve learning outcomes of grade IV elementary students. This quantitative development research uses the ADDIE model, which contains analysis, design, development, implementation, and evaluation processes. The result of this research shows a 93% validity score. Effectivity score using N-Gain methods earns 79,2822 included in the effective category. Practicality score earns 94% including in excellent category. Based on this result. It can be concluded that the ethnoscience-based e-module on the arabica java ijen-raung coffee plant is valid, effective, and practical to improve student learning outcomes for grade IV elementary school students

Cultural and Scientific Relations between the Soviet Union and Egyptian Jews (1922 – 1935)

The vital role played by the All-Union Association for Cultural Relations reflected the strengthening of ties between the Soviet Union and the Jews of Egypt. These ties were not limited to the exchange of cultural knowledge only, but also included the exchange of scientific and technical knowledge that had a significant impact on the development of important sectors such as agriculture and industry. This cooperation, which was part of the strategies of the Zionist project, sought to exploit Soviet technologies to achieve progress in these fields. The interest of the Jews in Egypt in Soviet cultural, social and political programs also reflected the growing influence of Soviet ideology at that stage. Through cultural associations, the Soviets sought to expand their cultural and social influence among Jewish communities in various countries, which highlights the role of culture as a diplomatic and expansionist tool during that period.

An empirical study on intercultural contact and intercultural communication competence of Chinese international students in the UK

This study explores the relationship between intercultural contact (IC) and intercultural communication competence (ICC) among Chinese international students at Lancaster University, UK. Using a mixed-methods approach, the research analyzes the frequency and nature of IC and self-assessed ICC levels.Findings reveal a predominance of indirect IC, such as media consumption and cultural events, over direct interactions with native English speakers. Self-assessment of ICC indicates strong attitudes towards cultural diversity but identifies areas for improvement in domestic cultural knowledge and cognitive skills.Statistical analysis demonstrates a significant positive correlation between IC and ICC, with direct IC positively impacting communication skills and indirect IC contributing to cultural knowledge and positive attitudes.These findings emphasize the importance of both direct and indirect IC in developing ICC. Educational institutions should focus on facilitating diverse IC opportunities to enhance students’ language proficiency, cultural adaptation, and overall well-being.

Evaluation of Conservation Problems in Historical City Centers Within the Scope of Street Sanitization Works

Objective: Historic city centers constitute the unique value system of the society by containing the cultural heritage and knowledge of the past. However, changing living conditions in the process cause the maintenance and repair of these urban textures to be neglected, causing them to wear out and wear out. Although there is no clear road map for the conservation of historical buildings today, street sanitization works are frequently preferred because they have a fast implementation practice. This method, which is seen as an important step in creating conservation awareness in historical areas, is not effective in solving the problems permanently because it is a superficial application. In this context, the aim of the study is to examine the street rehabilitation works carried out within the scope of conservation projects in the historical city center. Theoretical Framework: The Tepebağ-Kayalıbağ neighborhood, which constitutes the historical city center of Adana, which is on the agenda with its conservation problems and is frequently discussed with critical readings with the street sanitization works, was selected as the sample area. Method: Within the scope of the study, Lawyer Turhan Arın, 26005 and 26012 street sanitization projects developed to find solutions to the problems in the region were examined in detail. Results and Discussion: In line with the analysis; it has been determined that street sanitization-oriented improvements in Tepebağ and Kayalıbağ Neighborhoods alone are not sufficient to ensure sustainable conservation. Originality/Value: From this point of view, socio-economic, legal-administrative and physical assessments specific to Tepebağ and Kayalıbağ Neighborhoods have been made to solve the problems in the region and measures have been developed.

A Global Survey on the Perception of Conservationists Regarding Animal Consciousness

Human perceptions of animal consciousness have evolved over time, influencing how they are treated. This study aimed to assess perceptions of animal consciousness in people working in conservation. An online survey of 87 participants evaluated their perceptions of animals’ capabilities across 10 dimensions of consciousness, including self-consciousness, learning, and reasoning. The sum of the answers to the questions was validated as a “perception index” using a principal component analysis. Next, its variation according to taxonomic, demographic, professional factors, and the duration, type, and frequency of interaction with animals was assessed with generalized linear models and stepwise model selection. Participants’ perceptions varied with taxonomic class and the level of education, with mammals obtaining higher indexes than birds (−0.14; 95% confidence interval [CI] −0.24, −0.03, p < 0.01) or reptiles (−0.41; 95% CI −0.55, −0.27, p < 0.01), and respondents holding a PhD exhibiting higher perception indexes than those with BScs (−0.19; 95% CI −0.32, −0.06, p < 0.01) or lower education (−0.18; 95% CI −0.32, −0.03, p = 0.01). The attribution of consciousness followed a phylogenetic pattern, but several exceptions (e.g., the octopus and raven) were noted on a finer scale supporting a multifactorial influence on the perception of animal consciousness that emerges upon a baseline phylogenetic pattern. Finally, the results suggest that conservationists are influenced by culture and scientific knowledge, as much as their personal experiences, when evaluating animals’ perceptions, highlighting the need for further research on the convergence between perception, belief, and evidence.

Critical success factors for students’ knowledge-sharing behaviors: a comparison between undergraduate, graduate and professional course students

Purpose The purpose of the research was to explore the critical success factors (CSFs) that enable knowledge-sharing behaviors (KSB) among students and to determine if there are differences in the CSFs that enable KSB among undergraduate, graduate or professional course students. Design/methodology/approach The study is based on primary data collection, surveying 281 students using a multiple-choice Likert-style scale. Findings Researchers found that factors such as knowledge culture (KC), perceived rewards (PR), quality of technology (QT), trust, networking ties (NT) and competitiveness were critical for KSB. In contrast, collective culture, subjective norms (SN) and the ability to share did not significantly impact KSB. The CSFs common among students at different educational levels were KC, PR, trust and competitiveness. KC was more important for undergraduates and professional course students but less significant for graduate students. Additionally, NT and the QT did not impact KSB among undergraduates. Originality/value While several studies have explored CSFs for knowledge-sharing behaviors among students at specific educational levels, there is a lack of comparative empirical research examining KSB and the CSFs affecting students at different educational stages. This study fills a gap in the literature by adopting a comparative approach and presenting common success factors for knowledge sharing among students at various educational levels.

CNN Modeling for Classification of Bugis Traditional Cakes

Abstract This research aims to create a classification system that can recognize traditional Bugis cakes using the Convolutional Neural Network method. (CNN). Traditional Bugis cakes play an important role in Indonesia's culinary heritage, which is rich in diversity and flavor. However, the lack of documentation and sufficient recognition of these cakes could lead to the loss of cultural knowledge. In this study, a collection of images of traditional Bugis cakes was gathered and processed for training a CNN model. This model was created to recognize and classify various types of cakes based on their visual attributes. The evaluation results show that the CNN model can achieve a high level of accuracy in identifying these cakes, making it a useful tool in preserving and promoting traditional Bugis cakes. This research is expected to contribute to the development of image recognition technology and raise public awareness about the richness of local culinary heritage. Keywords : Convolutional Neural Network (CNN), Bugis Cake, Indonesian Cuisine

PERCEPTIONS AND BARRIERS OF CHINESE ENGLISH MAJOR STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE

This mixed-methods study investigates the intercultural communicative competence (ICC) of Chinese English major students, examining their self-perceptions and the barriers that hinder their development of ICC. Drawing on Chen and Young’s (2012) ICC model, the study explores the cognitive, affective, and behavioral dimensions of ICC, integrating insights from existing literature to contextualize the findings. We collected data from 200 sophomore English major students in a Chinese higher education institution using questionnaires and semi-structured interviews. The findings indicate that students perceive their ICC moderately, reflecting foundational awareness but highlighting significant gaps in cultural knowledge, emotional readiness, and behavioral adaptability. Barriers identified include limited real-world exposure to native speakers, an exam-oriented educational system emphasizing linguistic accuracy over practical communication skills, fear of making mistakes, and cultural biases and stereotypes. This study contributes to the field of intercultural education by providing actionable insights for educators and policymakers. It aims to cultivate culturally competent English learners in China and advocates for educational strategies that prioritize both linguistic proficiency and intercultural skills, preparing students to navigate and excel in an increasingly globalized world.

Early Childhood Education in Pastoralist Regions of Kenya

ABSTRACT This article brings together two long-term collaborators with a focus on early childhood policy, curriculum, and practice in Kenya in the context of pastoralist childrearing, culture, and the transition to preschool in Turkana, Kenya. The first author is an Indigenous Turkana scholar who has done work on early childhood education in pastoralist traditional cultures and the second author has done research and volunteer work in Kenya for three decades with a focus on changing childrearing, early childhood policy, and disability and inclusion. In this article, we foreground issues of Indigenous culture and ways in which the new Kenya early childhood curriculum is inclusive and creates openings to strengthen this emphasis, as well as missed opportunities to do so. The first author shares work from a study on childrearing practices in Turkana communities and the transition to formal preschool, and both authors discuss environmental issues facing the community with potential for early childhood practices consistent with sustainability and cultural relevance. We discuss pastoralist children’s everyday cultural knowledge and children’s learning styles to argue for an inclusive early childhood curriculum in Kenya.