Learning Culture Research Articles

Research on the Development and Construction of Confucius Institutes in Portugal under the Belt and Road Initiative

The Belt and Road Initiative (BRI) was proposed by President Xi Jinping during his visits to Central Asia and Southeast Asia in 2013, advocating for collaborative development with countries along the route. Spanning across the continents of Asia and Europe, the Indian Ocean, and the western Pacific, the BRI involves 64 countries with a total population of over 3 billion and a combined GDP accounting for nearly 20% of the global economy, holding significant strategic importance. Historically, the BRI serves not only as a platform for commercial trade but also as a medium for cultural exchanges among the countries along its route. In reality, embracing cultural diversity aligns with the collaborative development goals of the BRI, promoting cultural and civilizational exchanges among nations, achieving holistic cultural complementarity, and fostering social harmony and development. In recent years, Chinese language education has been included in the educational systems of European, Latin American, and African countries alongside languages such as French, Russian, and Spanish. In the context of increasingly integrated global interests, Chinese language education has gained more attention. To internationalize and diversify Chinese language education, the term Confucius Institute was coined. Drawing on international experience, the Chinese government has established numerous Confucius Institutes and classrooms overseas. Among them, Portugal is one of the European countries with the closest cooperation with China in education, language, and humanities. With the comprehensive development of Sino-Portuguese relations, more opportunities have arisen for Sino-Portuguese language and cultural exchanges, expanding the development prospects of Confucius Institutes. Currently, the four main Confucius Institutes jointly established by major universities in Portugal are: Minho University Confucius Institute, University of Lisbon Confucius Institute, University of Aveiro Confucius Institute, and University of Coimbra Confucius Institute. Each Confucius Institute has its own educational positioning, such as providing basic Chinese language teaching, training Chinese language teachers, improving Chinese language teaching resources, and organizing Chinese cultural exchange activities, providing Portuguese students with a platform for learning Chinese language and culture.

The Role of Pathways Early Autism Intervention in Improving Social Skills and Respeto for Young Hispanic Autistic Children.

We know very little about Hispanic autistic children's response to intervention as, historically, Hispanic children are underrepresented in intervention studies. Pathways parent-mediated early autism intervention is one of the few naturalistic developmental behavioral interventions (NDBIs) that is contextually and linguistically responsive to Hispanic families. However, some child-centered NDBI strategies do not align with the Hispanic caregiving value of respeto. A child exhibiting respeto demonstrates affiliative obedience by displaying deference and respect toward adults. Furthermore, theories of the ontogeny of cultural learning suggest that certain levels of social development may be necessary to learn cultural values. The current study investigates (1) the relationship between Hispanic autistic children's social skills and affiliative obedience and (2) the efficacy of Pathways in improving affiliative obedience in Hispanic children. This quasi-experimental design study used preexisting standardized test data and video recordings from 26 Hispanic participants who took part in a previous Pathways efficacy study. Recordings were coded for affiliative obedience and social connectedness. Residual change variables were used to measure progress from baseline to post-intervention, and correlation and hierarchical regression analyses were conducted to analyze the data. We found significant positive correlations between social skills and children's affiliative obedience for baseline and change variables. In addition, we found Pathways had a significant medium-large magnitude effect on change in affiliative obedience skills. This study highlights the benefits of NDBI interventions that advance social development in autistic children and support Hispanic parents in enculturating their children in the value of respeto.

An ethnography on the linguistic challenges and EAL support for teenage Chinese EAL students in an independent school

ABSTRACT This ethnographic study reports four teenage Chinese EAL students’ learning journey in a UK independent school. Due to linguistic barriers, they encountered significant challenges in their social lives and academic studies. The school arranged EAL lessons to improve students’ English proficiency. However, participants were concerned that the EAL classes did not meet international students’ linguistic needs. The study suggests that intercultural communication and bilingual pedagogies should be adopted to better understand students’ cultural differences and learning styles and support their academic transition.

Meaningful Learning Through The Innovation of Kit I-Sir in Islamic Education

Meaningful Learning involves an interactive learning culture and climate, meaning students are actively and meaningfully involved. The KIT i-SIR was produced to meet the combination of pedagogical practices and innovative practices in the classroom to improve, drive and add value to learning. KIT i-SIR is an Innovation Teaching Aid (BBM) developed for the field of Sirah which is one of the fields in Islamic Education. The Sirah field is a field that challenges the student's mind to remember the important contents of a topic. Thus, this i-SIR KIT was produced to make it easier for students to recall the stories delivered by the teacher easily, correctly and cheerfully. The teacher has injected an element of innovation by using the coordinate method in this i-SIR KIT, in which the students have to place the important magnetic contents on the coordinate board provided according to the coordinates or numbers that have been set based on the set of stories given. Then the students will read in groups and re-copy the important contents in the blank brochure as an individual written exercise. This gives a difference to the students because the exercises are not written in existing notebooks. Then students can color and beautify the brochure according to their creativity. After that, the brochure can be used as a pocket note to make it easier for students to review at any time. So, with this KIT i-SIR, students will have more fun in learning Sirah because it involves game activities and art elements that can involve all levels of students, i.e. weak, average and excellent students in groups. Therefore, the use of this KIT i-SIR is able to stimulate cognitive, psychomotor and affective students in learning Sirah that meets the characteristics of learning activities of the 21st century (PAK 21).

The mediating role of organizational learning culture in the nexus of human resource development practices and employee competencies

PurposeA learning-focused culture promotes creativity, innovativeness and the acquisition of novel insights and competencies. The study aims to explore the relationship between human resource development (HRD) practice and employee competencies using organizational learning culture as a mediating variable.Design/methodology/approachData were collected from 828 employees of 37 health care institutions comprising 24 (internationally-owned) and 13 (indigenously-owned). Construct reliability and validity was established through a confirmatory factor analysis. The proposed model and hypotheses were evaluated using structural equation modeling.FindingsData supported the hypothesized relationships. The results show that training and development and employee competencies were significantly related. Career development and employee competencies were significantly related. Organizational learning culture mediates the relationship between training and development and employee competencies. However, organizational learning culture did not mediate the relationship between career development and employee competencies.Research limitations/implicationsThe generalizability of the findings will be constrained due to the research’s health care focus and cross-sectional data.Practical implicationsThe study’s findings will serve as valuable pointers to policy makers and stakeholders of health care institutions in developing system-level capacities that promote continuous learning and adaptive learning cultures to ensure sustainability and competitive advantage.Originality/valueBy evidencing empirically that organizational learning culture mediates the relationship between HRD practices and employee competencies the study extends the literature.

Mediating Role of Employee Turnover Intentions in the Relationship Between Strategic HRM, Organizational Learning Culture, and Job Satisfaction in the Shanghai Technology Sector

This study investigates the critical interplay among strategic human resource management (HRM), organizational learning culture, job satisfaction, and organizational success within Shanghai's dynamic technology sector. With the city emerging as a global tech hub, this research aims to understand how effective HRM practices and a robust learning culture influence employee satisfaction and organizational performance, and how employee turnover intentions might mediate these relationships. Utilizing a combination of qualitative and quantitative methods, the study explores the implications of strategic HRM and learning cultures in fostering innovation and retaining talent in a hig hly competitive environment. The findings highlight the importance of aligning HR strategies with organizational goals to enhance job satisfaction and reduce turnover intentions, thus driving sustained organizational success in the tech industry. This research fills a gap in understanding the complex dynamics at play in Shanghai's tech sector and provides actionable insights for companies striving to thrive in this fast-paced market.

The Transmission of Cumulative Cultural Knowledge — Towards a Social Epistemology of Non-Testimonial Cultural Learning

ABSTRACT Cumulative cultural knowledge (CCK), the knowledge we acquire via social learning and has been refined by previous generations, is of central importance to our species’ flourishing. Considering its importance, we should expect that our best epistemological theories can account for how this happens. Perhaps surprisingly, CCK and how we acquire it via cultural learning has only received little attention from social epistemologists. Here, I focus on how we should epistemically evaluate how agents acquire CCK. After sampling some reasons why extant theories cannot account for CCK, I suggest that things aren’t as bleak as they might look. I explain how agents deserve epistemic credit for how CCK is transmitted in cultural learning by promoting a central need of their social group: the efficient and safe transmission of CCK. A good initial fit exists between this observation and Greco’s knowledge-economy framework. Ultimately, however, Greco’s account doesn’t straightforwardly account for CCK because of its strict focus on testimony. I point out two issues in the framework due to this focus. The resulting view advocates giving epistemic credit to agents when they act to promote their communities’ epistemic needs in the right way and highlights the various ways in which agents come to do this.

Understanding Indonesian Language Learners from their Cultures of Learning

This study aims to identify the cultures of learning of English students in two universities in Indonesia who came from diverse cultural and educational backgrounds. This research is a case study involving 127 students majoring in English. Data was collected through questionnaires consisting of questions about the meaning of learning and learning English, good teachers, good students, the relationship between students and teachers, about asking questions in class, and the use of textbooks. The results of this study show that Indonesian students prefer to study in a relaxed situations when practicing languages, such as by listening to songs, talking to others, reading literary works, and writing diaries or short stories. They prefer to learn languages using teaching media and through class discussions, although some students choose to learn using old practices, such as using textbooks to learn grammar, and learning pronunciation from teachers. In addition, they categorize their relationship with the teachers as educator-learner types of relationship and are particularly concerned with losing face. The learning culture of Indonesian students provides an idea of how these students’ learning is actually not connected to their social culture but rather to their exposure to English learning in Indonesia

The Human Body is the Collective Unconscious: Archetypal Images as Innate Embodied Metaphors.

For a significant part of its history, archetype theory has been undermined by criticisms containing unexamined Cartesian assumptions. Such assumptions treat all cognition as disembodied, consisting of mere manipulation of abstract, inherently meaningless signs mimicked from verbal instruction or cultural learning. Since the 1980s, due to the results of many independent disciplines, however, this view is being replaced with one of embodied cognition. This shift has important consequences for archetype theory, allowing us to provide a non-reductive biological anchor that explains many characteristics of the archetypal image.

Phase synchronization between culture and climate forcing.

Over the history of humankind, cultural innovations have helped improve survival and adaptation to environmental stress. This has led to an overall increase in human population size, which in turn further contributed to cumulative cultural learning. During the Anthropocene, or arguably even earlier, this positive sociodemographic feedback has caused a strong decline in important resources that, coupled with projected future transgression of planetary boundaries, may potentially reverse the long-term trend in population growth. Here, we present a simple consumer/resource model that captures the coupled dynamics of stochastic cultural learning and transmission, population growth and resource depletion in a changing environment. The idealized stochastic mathematical model simulates boom/bust cycles between low-population subsistence, high-density resource exploitation and subsequent population decline. For slow resource recovery time scales and in the absence of climate forcing, the model predicts a long-term global population collapse. Including a simplified periodic climate forcing, we find that cultural innovation and population growth can couple with climatic forcing via nonlinear phase synchronization. We discuss the relevance of this finding in the context of cultural innovation, the anthropological record and long-term future resilience of our own predatory species.

Operational Efficiency Through Optimization of Education and Training Processes in NATO Missions

Abstract This article investigates the ways in which education and military training can contribute to enhancing the operational capabilities of armed forces involved in international missions under the auspices of NATO. Through an analytical approach, which combined literature review, analysis of official documents, and mission analysis, the main challenges and opportunities regarding the optimization of education and training processes within NATO have been identified. Additionally, recommendations have been proposed for strengthening partnerships and exchanging best practices among member states and international organizations to improve military personnel readiness and promote a culture of continuous learning within the armed forces. This research provides a critical perspective on the role of military education and training within NATO and proposes solutions for optimizing armed forces preparedness processes in the current context of global security.

The Role of Community Collaboration in Enhancing Student Engagement and Learning in China Local Culture

The Role of Community Collaboration in Enhancing Student Engagement and Learning in China Local Culture

Impact of Curriculum Design and Cultural Events on China Students' Cultural Competence

This study investigates the impact of curriculum design, cultural events, and student participation on the development of cultural competence among students in China, focusing on the integration of local cultural elements within educational settings. It posits that incorporating local culture into the curriculum enhances students' understanding, appreciation, and engagement with their cultural environment. The research also examines the role of cultural events and activities in fostering students' experiential learning and active involvement in culture, suggesting that these elements are crucial for cultivating a robust sense of cultural competence. The findings aim to offer insights into how educational strategies can effectively promote cultural awareness and competence, thereby supporting students' personal and professional growth in a globalized context.

Learning in Lending: The World Bank’s Organisational Learning Journey in Albanian Health Financing Reform Projects, 1994–2022

Abstract Fostering a learning culture is crucial for aid and development organisations to address the complexities and uncertainties in their operating environments. This case study examines the World Bank’s learning processes in lending projects, focusing on the Albanian health financing reforms from 1994 to 2022. Using the Learning in Lending conceptual framework developed by the World Bank’s Independent Evaluation Group, the qualitative analysis of World Bank documents and reports offers valuable insights into the dynamics of learning processes in health projects. The findings illustrate a feedback loop process encompassing three distinct steps and reveal three types of learning: learning into lending, learning while lending, and learning from lending. By shedding light on the intricacies of the World Bank’s learning processes in health lending projects, this study not only deepens our understanding of how the organisation learns from its experience but also highlights the shortcomings and limitations of the process. Moreover, it emphasises the dual value of learning for multilateral and aid organisations, such as the World Bank, namely improving project results and addressing challenging developmental issues.

Intellectual Stimulation and Performance of Water Works Development Agencies in Kenya.

This study sought to examine the effect of intellectual stimulation on performance of water works development agencies(WWDA) in Kenya and to determine the moderating effect of legal framework on the relationship between the intellectual stimulation and performance of water works development agencies (WWDA) in Kenya. A descriptive research design and positivist research paradigm was adopted. The population of this study was the 116 projects in the 8 Water Works Development Agencies (WWDAs) while the unit of observation was 116 projects in the organizations. This study employed stratified random sampling in selecting the sample. The study used primary data collected using a semi structured questionnaire. Data analysis was done using Statistical Package for Social Sciences (SPSS) computer software version 26. Qualitative data collected was analyzed using content analysis and presented in prose form. Quantitative data was analyzed using descriptive and inferential statistics. Descriptive statistics included mean, standard deviation, frequencies, and percentages. The study also computed correlation analysis to measure strength and the direction of linear relationship between variables. Regression model was fitted to the data to determine how the independent variable affect the dependent variable. The study further used hierarchical multiple regression models to measure the moderating effect of legal framework. The findings were presented in tables and figures. The study found that intellectual stimulation had a positive and significant relationship with the performance of WWDA in Kenya. On the moderator, the study found that legal framework has positive significant moderating effect on the relationship between intellectual stimulation and performance of WWDA in Kenya. Based on the findings, WWDA should encourage intellectual stimulation among their leaders to improve their performance. This can be done by providing opportunities for employees to engage in creative thinking and problem-solving activities. Leaders should also encourage employees to challenge their assumptions and biases, and to explore new and innovative ways of doing things. It is also important for leaders to provide training and development opportunities for their employees, which can enhance their knowledge and skills. Furthermore, leaders should create a culture of continuous learning, where employees are encouraged to seek out new information and ideas. Additionally, there is a need to establish effective legal frameworks that ensure transparency, fairness, and accountability in the management of public infrastructure projects, particularly those related to performance of WWDA in Kenya.

Using the learning organization questionnaire in combination with latent profile analysis: an example on how to identify latent classes in an organization to improve learning potential

PurposeLearning organization (LO) concept has received much attention in the last decades. The purpose of an LO is to proactively shape its future by fostering a culture of continuous learning among its members. This approach empowers the organization to adapt, evolve and innovate, aligning with the needs and aspirations of both internal and external stakeholders. As a result, the assessment of an organization’s LO level, whether strong or weak, becomes a matter of significance. This study aims to use Senge’s LO Questionnaire (SLOQ) in conjunction with latent profile analysis (LPA) to identify latent classes within the organization. This approach seeks to enhance the organization‘s learning potential and facilitate its evolution.Design/methodology/approachThis research was a cross-sectional study conducted at Hamadan University of Medical Sciences, Iran. The statistical population consisted of 451 managers and employees across seven departments based at the university headquarters. The sample included 295 individuals, and data was collected using the SLOQ.FindingsThe LPA has shown an excellent accuracy (97%) in identifying SLOQ cut-off points (three classes of good, moderate and low). Most of the participants are considered as a moderate LO (55.9%), which implies the possibility of improving learning, especially enhancing “common vision” and “systemic thinking.” Also, individuals belonging to the high-class category were more likely to be male and hold associate degree than individuals in other categories.Research limitations/implicationsThis study depends on self-report, and different perceptions of questions can cause percept bias. Another limitation is about the nature of this research, which is cross-sectional, which may bring back causality among variables. The other is only three demographic variables have been considered, and it is necessary to pay attention to other influential variables in future studies.Originality/valueThe originality of this study lies in its use of the SLOQ in combination with LPA to identify latent classes in an organization to improve learning potentials.

Learning Readiness of Gki Classic Waibumoi Sunday School Children Assessed In Physical And Psychological Conditions

development of communication and information. The purpose of this study is to elaborate on the development of readiness to learn among Sunday school children in the GKI Klasis Waibu Moi, viewed from both physical and psychological dimensions. Data for this study were obtained through observation and interviews. Observation activities were conducted at GKI Diaspora Doyo Baru, GKI Yo Anibi, GKI Mahanai, and GKI Lahe Roi. Meanwhile, interview activities were conducted with representatives of Sunday school children, parents, and Sunday school teachers. The interview data collected were then subjected to reduction, classification, and analysis processes. The results of the study indicate that the readiness to learn among Sunday school children in GKI Klasisi Waibu, viewed from two dimensions, namely physical and psychological dimensions. The physical dimension includes the family's income level, education, career, and parental parenting patterns. Meanwhile, the psychological dimension includes interventions and cultural convergence and learning motivation reflected in the Sunday school curriculum, learning instruments, media, and learning resource

Organizational Learning Culture and Firm Performance: The Mediating Role of Learning Agility

This article delves into the critical role of learning agility in the Indian context. It specifically explores how an organizational learning culture (OLCu) fosters an employee’s ability to learn and adapt—their learning agility—which ultimately translates into improved firm performance. Employing a cross-sectional research design, the study gathers data through self-administered surveys from over 313 employees working in hardware service firms within the Indian IT sector. Path analysis is then utilized to analyse the collected data and unveil the underlying relationships. The findings unveil a fascinating interplay between OLCu, learning agility and firm performance. The study suggests that OLCu acts as a catalyst, fostering a work environment that encourages continuous learning and development. This, in turn, fosters employee learning agility. However, the research also reveals that learning agility plays a mediating role, meaning it partially explains the effect of OLCu on firm performance. In simpler terms, while a strong OLCu is crucial, it is the employee’s enhanced learning agility that truly unlocks the door to improved firm performance. This research offers valuable insights that can empower organizations in the Indian IT landscape. By nurturing a vibrant OLCu, companies can equip their employees with the tools and support they need to become more learning agile. This agility translates into a workforce that can readily adapt to new technologies, evolving customer demands, and a dynamic business environment. Consequently, firms can expect greater innovation, improved service delivery, and, ultimately, a significant boost in overall performance. This research also contributes significantly to the existing body of knowledge. It adds a fresh perspective to organizational learning theory by highlighting the crucial role of learning agility as a bridge between OLCu and firm performance, particularly in the Indian IT sector.

A Study of Cultural Learning Using Media Content: Focusing on Liberal Arts English Classes at University

A Study of Cultural Learning Using Media Content: Focusing on Liberal Arts English Classes at University

A Comparative Analysis of Social Studies Curricula for Enhancing Global Citizenship: A Case Study of New York State, the United States, and Thailand

This research aims to compare the social studies curricula of Thailand and New York State, USA, analyze their similarities and differences, and propose guidelines for improving the Thai social studies curriculum. The study employed a qualitative research methodology, using documentary analysis of the Thai Basic Education Core Curriculum B.E. 2551 (Revised B.E. 2560) in the social studies, religion, and culture learning area, and the New York State K-12 Social Studies Framework. The findings revealed that the social studies curricula of Thailand and New York State differ in many aspects, including their fundamental philosophies, goals for student development, curriculum structures, learning content, and instructional approaches. The Thai curriculum emphasizes cultivating morally good citizens with a love for the nation, while the New York curriculum focuses on developing knowledgeable, skilled citizens who actively participate in a democratic society. In today's rapidly changing world, the development of Thailand's social studies curriculum should foster 21st-century skills, digital citizenship, and a sense of global citizenship among learners while maintaining Thai identity and values. Policy-level recommendations include creating a new vision, designing a flexible curriculum, developing online platforms, and integrating artificial intelligence. At the practical level, suggestions include creating community learning innovations, using the city as a classroom, developing a competency-based curriculum, and building learning communities with local partners.