This study investigates the moderated mediation relationship between societal mattering, intercultural competence (ICC), and intercultural helping tendency (IHT) among university students. Societal mattering, reflecting individuals perceived relevance within broader societal contexts, is hypothesized to affect IHT indirectly through ICC. This research aligns with Sustainable Development Goal (SDG) 4 (quality education) and SDG 16 (peace, justice, and strong institutions) by advancing evidence on how educational experiences cultivate intercultural understanding and prosocial engagement in diverse communities. The study employs two moderators, namely Model United Nations involvement (MUNI) and new media literacy (NML), to assess their influence on these interactions. Using the G*Power sample size calculator, 97 purposively selected university students were recruited. Data collection utilized validated instruments, including the cultural intelligence scale, helping attitude scale, university mattering scale (UM-S), new media literacy scale (NMLS), and a demographic questionnaire. The data were analyzed using moderated mediation modeling with PROCESS Macro Model 76. Results indicate societal mattering indirectly impacts IHT via ICC, particularly for students with moderate or high MUNI and low NML. The findings highlight MUN value in fostering IHT and ICC, informing policies for multicultural education.

Exploring social accountability in radiography education: Student perspectives on current practices and understanding.

This study explores how translation teaching mediated by artificial intelligence (AI) affects learners' intercultural communicative competence (ICC) and constructs a theoretical framework based on cultural schema theory, mediated discourse analysis (MDA) and intercultural pragmatics. The study uses quantitative analysis methods, combined with hypotheses and variable definitions, to measure the relationship between the use of AI translation tools, cultural schema recognition ability, MDA ability and cross-cultural pragmatic ability. The data sources cover translation software user behavior logs, cross-cultural corpora, automatic translation evaluation and other indicators collected in the experiment. The path relationship between variables is analyzed through the structural equation model (SEM). The results show that the use of AI translation tools significantly improves learners' ICC (p<0.05), cultural schemas play a mediating role in cross-cultural understanding (p<0.01), MDA ability affects the choice of translation strategies (p<0.01), and cross-cultural pragmatic ability enhances contextual adaptability (p<0.01). The study further showed that AI translation optimizes translation quality and promotes the development of ICC. The data-driven intelligent translation teaching model can provide theoretical support and practical guidance for translation education and ICC training.

With rapid advances in mobile technology, apps tailored for intercultural interactions are gaining attention as platforms that create opportunities for intercultural learning. This study employs a mixed-method design to investigate the factors that drive higher education students' willingness to continue using mobile apps, which creates the conditions under which intercultural competence may develop over time. Framed by the Technology Continuance Theory (TCT), the research established the extended TCT for developing intercultural competence (ETIC) that examines factors from technological, motivational, social, and psychological dimensions. Structural equation modeling results from 354 participants reveal that four external variables-namely, mobile application efficacy, growth mindset, subjective norms, and enjoyment-positively affect the traditional pathways of the theory, thereby enhancing the intent to persist with these tools. Additionally, thematic analysis of qualitative data uncovers the underlying reasons for these influences and provides deeper interpretations of the quantitative findings. These insights offer promising guidance for researchers, educators, and mobile apps developers in advancing technology-enhanced intercultural education.

The impact of intercultural competence on international students’ academic, social and affective outcomes in China: The mediating role of coping strategies

Genomic medicine is transforming psychiatry by revealing the genetic aetiology of mental illness. The diversity of India’s population presents a singular opportunity to incorporate genomic information into psychiatric practice. This review discusses recent developments in psychiatric genomics, such as Genome-Wide Association Studies (GWAS), Polygenic Risk Scores (PRS), and pharmacogenomics, which facilitate more tailored mental health interventions. Pharmacogenomics promises to individualise treatments based on genetic profiles, whereas epigenetics and gene-environment interactions shed light on the biological underpinnings of mental health across various sociocultural settings. Genomic psychiatry in India has the potential to be applied in personalised medicine, early risk prediction, targeted therapies, and informing national mental health policy. Yet, the uptake of genomic psychiatry is hindered by infrastructure constraints, ethical as well as privacy issues, and the requirement of cultural competence. The proposed directions include increased research, combining genomic Learning Health Systems (gLHS), and use of Artificial Intelligence (AI) in predictive analytics. This review sums up with major recommendations for progressing genomic psychiatry in India through modifications in policy, funding for research, and public education efforts.

To examine patient-surgeon communication challenges in aesthetic surgery and identify effective strategies for expectation management and informed consent through narrative review of current literature. A comprehensive narrative review was conducted using PubMed, PsycINFO, and communication databases (2010-2024). Search terms included "aesthetic surgery," "patient communication," "expectations," "informed consent," and "social media." Literature was analyzed thematically to identify key communication challenges, digital media influences, and evidence-based intervention strategies. This review identifies three primary themes and proposes an integrated framework combining traditional communication barriers with digital-era influences: (1) Communication barriers arise from the subjective nature of aesthetic goals and patients' difficulty articulating desires in clinical terms; (2) Social media significantly influences patient expectations, with recent surveys indicating that a substantial majority of facial plastic surgeons encounter patients requesting procedures to improve social media appearance-representing a significant increase from earlier years; (3) Evidence-based visual communication tools and structured decision aids demonstrate effectiveness in aligning expectations and improving satisfaction. Studies consistently show that unmet expectations account for 14.4 % of malpractice claims in plastic surgery versus 3.8 % in other medical specialties. This review presents a comprehensive integrated communication framework specifically designed for the digital era of aesthetic surgery practice. Effective patient-surgeon communication now requires specialized approaches that address both traditional expectation management and unprecedented social media influences on patient goals. Surgeons should implement structured communication protocols including visual outcome ranges, psychological expectation assessment, and explicit discussion of social media influences. Professional development programs must emphasize communication skills specific to aesthetic consultation, with particular attention to cultural competence and digital literacy.

In Vue.js education, students often master isolated code snippets yet struggle to build complete, robust engineering projects. This study addresses this gap by integrating generative AI as a collaborative tool within the CDIO (Conceive-Design-Implement-Operate) framework to reform the curriculum. The course objectives have been restructured to shift from rote knowledge acquisition to the cultivation of full-lifecycle front-end engineering competencies and responsible AI collaboration skills. A four-stage hierarchical case library aligned with the CDIO phases provides tiered tasks scaled to students’ progressing competency levels. Students are guided to use generative AI judiciously for coding assistance and design ideation throughout the process. Assessment employs differentiated weighting across the CDIO stages, with safeguards against over-reliance, including closed-book examinations, reflective reports, and mandatory critical evaluation with manual refinement of AI-generated code. Teaching practice results show that the experimental group significantly outperformed the control group in engineering modeling and full lifecycle competency development. Student satisfaction averaged 4.75 out of 5, with an overall satisfaction rate of 93.5%. This reform effectively fosters an engineering mindset, bridges the gap between fragmented coding skills and comprehensive project development, and provides a replicable framework for front-end curriculum reform in the generative AI era.

While the Big Five personality traits are established predictors of Cultural Intelligence (CQ), broad dispositional frameworks often under-specify the concrete self-regulatory strategies individuals deploy when navigating cultural novelty. This study advances CQ research by examining2018theChange-Related Personality Typology, comprising Proactive, Adaptive, Passive, and Change-Resistant profiles, as theoretically meaningful antecedents of CQ. Grounded in Cognitive-Adaptive Trait Theory, we argue that the combination of change orientation (embrace vs. resist) and control strategy (primary vs. secondary) shapes intercultural competence. Data from 261 emergent adults in a multicultural university setting were analyzed using hierarchical regression with bootstrapping, Importance-Performance Map Analysis (IPMA), and Necessary Condition Analysis (NCA). Across analyses, Adaptive and Proactive personalities were robust positive predictors of CQ, whereas Change-Resistant personality showed a consistent negative association. Evidence for Passive personality was weaker and context-dependent, aligning with its low-activation behavioral profile. Steiger's Z-tests further indicated that Adaptive personality relates more strongly to CQ than Proactive personality and that Change-Resistant personality is more damaging than Passive personality. Moving beyond average effects, NCA showed that baseline levels of Proactive and Adaptive personality operate as necessary conditions for achieving high CQ, whereas IPMA highlighted Adaptive personality as the most impactful "driver" of CQ performance. Together, these findings refine dispositional models of CQ by distinguishing traits that increase CQ on average from traits that function as minimum prerequisites for high CQ.

Introduction There is a need to reflect on the COVID-19 vaccine distribution plans across Canada and the extent to which they considered equity-deserving populations, as lessons from the rollout can inform future emergency responses and foster trust in public health. This paper examined and compared strategies implemented by six Canadian provinces to increase access and promote the uptake of COVID-19 vaccines among selected priority populations. We also explored the factors that impacted the implementation of these strategies. Methods In six provinces (Alberta, British Columbia, Manitoba, Nova Scotia, Ontario, and Quebec), we conducted an environmental scan of provincial rollout documents and media sources reporting vaccine distribution among selected priority populations: First Nations, Inuit, and Métis; Black communities; essential workers; people experiencing homelessness; and people with disabilities. We subsequently interviewed 39 key informants to validate the environmental scan results, identify additional strategies to increase COVID-19 vaccine uptake, and uncover perceptions of the facilitators and challenges that influenced the strategies implementation. Results We identified that provincial health authorities employed several strategies to overcome structural, geographical, and attitudinal barriers to COVID-19 vaccines experienced by the priority populations. Most provinces implemented walk-in, mobile, and pop-up vaccination clinics, mobilized their public and private health workforce, and designed multilingual communication materials. Facilitators in implementing COVID-19 vaccination strategies included harmonizing communication efforts, leveraging existing relationships and networks, and ensuring representation and leadership of community partners. Challenges to implementing COVID-19 vaccination strategies included uncoordinated communication efforts, inadequate distribution of vaccines to areas with the greatest need, mistrust in the government and healthcare system, vaccine hesitancy, and lack of cultural competence by vaccine providers. Conclusions This study highlights the divide between well-intentioned strategies and interventions and the reality of on-the-ground implementation. The findings offer valuable insights and can inform the implementation of strategies to distribute vaccines equitably in future large-scale vaccination efforts in Canada and globally.

This article examines how virtual mobility and collaborative international projects are becoming essential strategies for the internationalization of higher education, enabling students from diverse backgrounds to participate in global experiences without physical or geographical barriers. These modalities, including COIL programs and hybrid experiences, foster intercultural competencies, effective communication, critical thinking, and remote collaboration, while promoting inclusion, equity, and academic diversity. The research was based on a literature review, document analysis, and case studies, identifying best practices, emerging trends, and challenges related to the digital divide, curriculum adaptation, and faculty preparation. The findings show that structured pedagogical design, adequate technological infrastructure, and strategic institutional collaboration are fundamental to maximizing the impact of these experiences, strengthening international partnerships, and offering meaningful and sustainable learning. In short, virtual mobility and collaborative projects are transforming contemporary higher education, contributing to the development of globally competent professionals prepared to thrive in multicultural and digital environments.

ABSTRACT This article examines the integration of Deaf Studies and ethics as core components of the bachelor’s programme in Dutch Sign Language (NGT) /Dutch interpreting at the University of Applied Sciences Utrecht (HU) in the Netherlands. Drawing on student evaluations, instructor feedback, and theoretical perspectives, it explores the curriculum redesign process aimed at fostering a holistic, student-centred approach to interpreter education. By embedding Deaf Studies and ethics as foundational elements, the programme challenges systemic inequities and prepares students to navigate the complexities of interpreting practice with cultural competence and critical engagement. The article discusses the challenges and opportunities of this integration, highlighting the broader implications for interpreter education across Europe. It concludes by advocating for structural changes, including a reconsideration of entry requirements and the Introduction of standalone Deaf Studies programmes.

ABSTRACT This study investigates the role of Peer-Assisted Learning (PAL) in fostering intercultural competence (IC) among Burmese students enrolled in Communication Arts and Hospitality programs at a Thai private university. Drawing on Byram’s IC framework, the research explores how structured peer interactions enhance students’ attitudes, knowledge, skills, and critical cultural awareness. Employing a mixed-methods approach, the study integrates quantitative survey analysis with qualitative thematic interpretation to examine the impact of PAL on academic performance, social adaptation, and professional readiness. Findings indicate that PAL facilitates cultural exchange, strengthens language proficiency, and fosters a supportive learning environment, contributing to students’ academic and social integration. Additionally, the study highlights PAL’s effectiveness in mitigating linguistic and cultural barriers while preparing students for globalized industries. These insights underscore the necessity of embedding intercultural learning into university curricula, ensuring that students develop essential cross-cultural communication skills for professional success.

The importance of global and intercultural competence across various fields has become increasingly evident. Since the COVID-19 health crisis, one approach that has gained acceptance in academia is Virtual Exchange, which facilitates interaction between students and academics from different geographical locations. The construct of Global Competence is understood to encompass three dimensions: Self-Awareness, Intercultural Competence, and Global Knowledge. Additionally, three types of motivation are identified: Mandatory, Rewarded, and Self-motivation. However, little is known about how students' motivation to participate in Virtual Exchange acts as a moderating factor in relation to the dimensions of Global Competence. This study aims to measure the moderating effect of students' motivation on Global Competence using the Multivariate Analysis of Variance (MANOVA) technique. The analysis modelled the relationship between Global Competence, its three dimensions, and the three types of motivation. Data were collected through a questionnaire administered to higher education students from various countries who had participated in virtual exchange projects. The study’s results indicate a significant moderating effect of students' motivation to participate in Virtual Exchange projects on Global Competence, specifically within the Intercultural Competence dimension. No significant effects were found for the Self-Awareness and Global Knowledge dimensions. The findings suggest that students who expect to be rewarded for participating in Virtual Exchange programs show better results in the development of Intercultural Competence. In contrast, lower results are anticipated for students whose participation is motivated by mandatory requirements or self-motivation.

ABSTRACT This study aimed to understand experiences of social prescribers and those whose roles are closely linked to social prescribing in taking part in Equality, Diversity, and Inclusion (EDI), and cultural competency training programmes in the UK. Online survey responses from 40 participants were analysed using qualitative content analysis. Two main themes were identified: 1) Perceptions of EDI and Cultural Competency Training, and 2) EDI and Cultural Competency Beyond the Training. This paper provides recommendations and offers suggestions for professionals who work in social prescribing contexts regarding how to improve EDI and cultural competency training. In particular, co-production approaches with individuals from diverse backgrounds are highlighted to establish acceptable and effective social prescribing interventions.

Nurse core competency cultivation using the checklist-based Kirkpatrick model under the "cross-departmental bed-sharing" mode.

ABSTRACT In intersemiotic translations, we may speak of a “hypertextuality” among different discourses that raise questions regarding “translatability” and foreground the multifaceted transcultural connection between the source texts and target texts, which is affected by the translator’s intercultural competence. Such intercultural competence can be observed in Okan Bayülgen’s Richard, a translation and appropriation of Shakespeare’s Richard III. Presenting and deconstructing ideas on medieval thoughts on the body, current debates on social and personal trauma, racism, ethics, and the function of theatre, Bayülgen does not merely translate Shakespeare’s Richard III into Turkish but translates it to twenty-first-century socio-political topics like the migration crisis and the elusiveness of defining what is evil in today’s post-truth period from a Turkish intellectual point-of-view. Thus, this essay aims to examine intersemiotic translations, the intersections of translation and critical race theory, and narrative equivalence to illustrate how Bayülgen’s Richard as an intersemiotic translation and appropriation recontextualises Shakespeare’s historically and culturally distant Richard III and makes it accessible to twenty-first-century Turkish audiences.

Contemporary educator preparation programs face sociopolitical constraints that limit critical discussions surrounding how systemic, structural, and institutional inequities influence teaching and learning, leaving future educators underprepared to meaningfully nurture diverse ways of knowing in K-12 schools. To address this challenge, in this study we explored how video-mediated transcultural dialogues between 60 pre-service educators from Taiwan and the U.S. influenced the development of essential critical cultural competencies. Using a nested theoretical perspective, we analyzed participants’ discussions related to internalized notions of teaching and learning across diverse ecologies. Analysis revealed that through these conversations, incremental development of interconnected global awareness, self-determination, reflexive relationality, and social justice orientations occurred. Modest individual perspective shifts transpired as participants cultivated emerging critical cultural competencies. Despite limitations including a small sample size and a term duration, this pedagogical innovation demonstrated a possible pathway for further exploration to develop future educators’ critical cultural competencies while bridging global relations even within restrictive sociopolitical contexts.

ABSTRACT Objective The provision of culturally competent and safe practice is widely regarded as a minimum threshold expectation for psychologists in Australia. To support the growth of a culturally responsive workforce, Higher Education Providers have faced increasing imperatives to embed opportunities for students to cultivate cultural competence from the earliest stages of undergraduate psychology education, through to postgraduate training pathways. However, few studies to date have considered whether factors associated with the development of cultural competence for psychology students differ across the developmental trajectory. Methods Undergraduate (N = 196; 127 women; Mage = 19.9) and postgraduate (N = 30; 26 women; Mage = 27.9) psychology students completed an online questionnaire examining whether a series of individual and trainable cultural factors were differentially associated with cultural competence. Results Among undergraduate psychology students, ethnicity, ethnic belonging, ethnocultural empathy and multicultural self-efficacy were positively associated with cultural competence. Interactions between ethnicity and both ethnic belonging and multicultural self-efficacy were also identified. Multicultural self-efficacy was a stand-alone predictor of cultural competence for postgraduate psychology students. Conclusions These findings suggest that in striving to cultivate a culturally responsive psychology workforce, professional psychology educators would benefit from focusing on ways to enhance multicultural self-efficacy among future psychologists.

This systematic literature review (SLR) examines Communicative Language Teaching (CLT) practices in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts, focusing on research from 2015 to 2025. The review investigates how CLT contributes to learners’ speaking competence, motivation, and intercultural communicative competence (ICC), as well as the professional development of educators. It also addresses structural constraints in implementation and innovations in digital pedagogy. The methodology followed PRISMA 2020 guidelines, using Scopus, Web of Science, and Google Scholar to identify 68 eligible peer-reviewed articles. Studies were analyzed thematically and appraised with Critical Appraisal Skills Programme (CASP) checklists to ensure rigor and relevance. The findings reveal that CLT enhances learner fluency, confidence, and engagement when implemented through interaction-rich activities such as role-plays, group discussions, and peer feedback. Integrating psychological frameworks like self-efficacy theory and Achievement Goal Theory (AGT) demonstrates that CLT fosters higher motivation and more positive attitudes in learners. Additionally, incorporating ICC frameworks has enriched CLT in multicultural classrooms by promoting empathy, reflection, and adaptability. However, the review also identifies persistent barriers to CLT adoption, including exam-driven education systems, cultural misalignments, and limited teacher training. Emerging evidence supports the efficacy of online and blended CLT models that utilize microlearning, mobile technologies, and peer assessment strategies. Teacher beliefs, teacher identity, and collaborative professional development are shown to be critical factors in shaping CLT practices. In conclusion, this review underscores CLT’s adaptability and potential in diverse linguistic and technological environments, advocating for greater institutional support. This systematic literature review (SLR) examines Communicative Language Teaching (CLT) practices in English as a Foreign Language (EFL) and English for Specific Purposes (ESP) contexts, focusing on research from 2015 to 2025. The review investigates how CLT contributes to learners’ speaking competence, motivation, and intercultural communicative competence (ICC), as well as the professional development of educators. It also addresses structural constraints in implementation and innovations in digital pedagogy. The methodology followed PRISMA 2020 guidelines, using Scopus, Web of Science, and Google Scholar to identify 68 eligible peer-reviewed articles. Studies were analyzed thematically and appraised with Critical Appraisal Skills Programme (CASP) checklists to ensure rigor and relevance. The findings reveal that CLT enhances learner fluency, confidence, and engagement when implemented through interaction-rich activities such as role-plays, group discussions, and peer feedback. Integrating psychological frameworks like self-efficacy theory and Achievement Goal Theory (AGT) demonstrates that CLT fosters higher motivation and more positive attitudes in learners. Additionally, incorporating ICC frameworks has enriched CLT in multicultural classrooms by promoting empathy, reflection, and adaptability. However, the review also identifies persistent barriers to CLT adoption, including exam-driven education systems, cultural misalignments, and limited teacher training. Emerging evidence supports the efficacy of online and blended CLT models that utilize microlearning, mobile technologies, and peer assessment strategies. Teacher beliefs, teacher identity, and collaborative professional development are shown to be critical factors in shaping CLT practices. In conclusion, this review underscores CLT’s adaptability and potential in diverse linguistic and technological environments, advocating for greater institutional support.