Intercultural Dialogue Research Articles

Антиколыбельная песня Егора Буджалова в аспекте пародии Морхаджи Нармаева: «Ɵдгǝ цага саатулин дун» — «Буджала Егор залуд»

Introduction. So far, the genres of lullaby and poetic parody in the Kalmyk poetry of the twentieth century have not attracted much attention. Born in the late 1920s — early 1930s, the tradition was short-lived. While their genres were explicitly or implicitly marked, the works of Kalmyk poets in question were primarily oriented towards the Russian literary tradition. However, they expanded the genre paradigm of Kalmyk poetry in the intercultural dialogue. The relevance and novelty of the article is apparent, granted its focus on the two innovative works by Egor Budzhalov and Morkhadzhi Narmaev; these are single works that belong to the genres of anti-lullaby and satirical parody as part of the 1990s literary polemics of the contemporaries. This article aims to introduce these little-known poems of the two poets as representative of their contributions to the genres. Materials and methods. The sources for the study, Budzhalov’s “Ödgä tsaga saatulin dun” (“Modern Lullaby Song”, 1991) and Narmaev’s “Budzhala Egor zalud” (“To the man Egor Budzhalov”, 1991), were published in the local newspaper Khalmg ünn. The study of historical-literary milieu and realia, comparative-contrastive and hermeneutic approaches were employed to examine the poetic pieces in the context of literary, socio-political, ideological, and social processes on the eve of the country’s collapse; also, the biographical data of the poets that belong to different generations was helpful in the analysis of their ideological positions, as well as the authorial voices in the texts under study. Results. The study shows the innovative character of the poets’ efforts at creating a lullaby for adults, or an anti-lullaby song, and a satirical parody; these were to remain single samples, granted that the Kalmyk lullabies are mainly addressed to infants, and parodies are of a friendly character. Their works reflect the authors’ polar views on the realities in the 1980s and 1990s: criticism, on the one hand, and the defense of socialism, communist ideas, on the other hand. Conclusions. Budzhalov’s poem may look like a lullaby for children at first sight while, in fact, it is a lullaby for adults or rather an anti-lullaby, with the formulaic chorus baiu bai, a marker of the genre, acquiring in his piece the opposite message: wake up, do not sleep, act. Narmaev enters the dialogue with his younger contemporary, his poem also representing a synthesis of genres: a message, an open letter in verse, and a satirical parody. However, his parody is also transformed when the author parodies not so much his fellow poet’s style but the authorial implications concerning the Soviet reality. The tradition of literary polemics was not continued in Kalmyk poetry.

Old song, new melody: gender contestations in the appropriated comedy of Samobaba’s Yorùbá Bollywood

ABSTRACT This paper examines issues of gender relations within the context of dominant patriarchy as represented in Samobaba’s Yorùbá Bollywood comedy skits. Seun Shamsudeen, popularly known as Samobaba, has produced several audio-visual skits, clipped from Indian films (also known as ‘Bollywood’), therefore generating intercultural dialogues for his skits. In these skits, dialogue in Yorùbá language is grafted on verbal and gestural communications in the Indian film pre-text. While the paper engages the gender question in five selected texts on his Instagram platform, its reading of the skits is undergirded by the framework of appropriation, especially in the recent sense of the theory advanced by Matthias Krings in African Appropriation: Cultural Differences, Mimesis and Media. The jocular elements of his comedy are made more visible through the appropriation aesthetics which in turn become instruments through which the subject of gender is brought to the fore. In the end, the paper submits that Samobaba’s Yorùbá Bollywood is a projection of digital imaginaries that deserve further scholarly attention. This is because, apart from its entertainment potentials, it provides another platform through which gender relations are interrogated and, in the process, patriarchy is contested and sometimes subverted.

Interfaith Harmony through Education System of Religious Communities

Public awareness on perceiving religious dialogue as a determinant of conflict prevention and social peace building in intercultural and multi-religious societies is increasing day by day. For a long time, the debate over religion was characterized by the idea that the increasing secularism of Western societies would lead to a gradual withdrawal of religion from public space. However, the last decade, returned religion in public discussion as a determinant of peace building. Regardless of the variety of how this discussion unfolds in European countries, the study of the impact of “religion” on intercultural dialogue and on tensions and social conflicts seems to be becoming increasingly important. Meanwhile education and religious education is an important element for shaping the critical skills of future citizens, for intercultural dialogue and for peace building as well. This research focuses on contribution of the different religious communities’ education system for promoting of the peace building in Albania multi-religious society. An explorative research methodology is implemented to achieve this aim through collecting primary and secondary data. Documents and studies in the field of religious education were collected from Central State Archive for the pre-communist period and data from the current schools of different religious communities in Albania were evaluated. The study brings to attention the Albanian case, where religious education had in the past and has currently a decisive impact on interfaith harmony. Religious communities have dozens of schools and four universities, where thousands of students’ study and their graduates constitute a vital part of the society. Education plays an essential role in intercultural understanding, in favor of coexistence and tolerance and the contribution of these schools to society is enormous as they are strengthening interfaith dialogue and its transmission to young people. In addition to the collaboration between the three theologies, cooperation is also increasing between universities, which despite being founded by religious communities, have in general and other secular departments of various academic fields.

The AMIGAS Model: Reconciling Prejudice Reduction and Collective Action Approaches Through a Multicultural Commitment in Intergroup Relations

Social psychology’s search for ways to address intergroup inequality has grappled with two approaches that have been considered incompatible: (a) the prejudice reduction approach, that argues that changing individual negative attitudes will undermine the basis for discrimination and lead to intergroup harmony; and (b) the collective action approach, that argues that social protest and activism can improve the position of disadvantaged groups. The problem is that efforts toward prejudice reduction may serve to suppress genuine efforts to change. We propose the Achieving Multicultural Integration of Groups Across Society (AMIGAS) model, in which a multicultural commitment is proposed as a driver of both improved intergroup evaluations and promotion of collective action for reduced inequality, especially in contexts where there are conditions for a respectful intercultural dialogue. The AMIGAS model is a theoretical advance in the field of intergroup relations and a basis for implementing effective egalitarian policies and practices.

Intercultural dialogues in times of global pandemics: The Confucian ethics of relations and social organization in Sinic societies

Abstract Since COVID-19 is a global-scale pandemic, it can only be solved on the global level. In this context, intercultural dialogues are of utmost importance. Indeed, different models of traditional ethics might be of assistance in constructing a new, global ethics that could help us confront the present predicament and prepare for other possible global crises that might await us in the future. The explosive, pandemic spread of COVID-19 in 2020 clearly demonstrated that in general, one of the most effective tools for containment of the epidemics is precisely human and interpersonal solidarity, which must also be accompanied by a certain degree of autonomous self-discipline. The present paper follows the presumption that these types of personal and interpersonal attitudes are—inter alia— culturally conditioned and hence influenced by different traditional models of social ethics. In light of the fact that East-Asian or Sinic societies were more successful and effective in the process of containing and eliminating the virus compared to the strategies of the Euro-American regions, I will first question the widespread assumption that this effectiveness is linked to the authoritarian political traditions of the Sinic East and Southeast Asian areas. Then, I will critically introduce the Confucian ethics of relations, which in various ways has influenced the social structures of these regions, and clarify the question of whether and in which way the relics of this ethics had an actual effect on the crisis resolution measurements. The crucial aim of this paper is to contribute to the construction of theoretical groundworks for a new, transculturally grounded global ethics, which is more needed today than ever before.

Intercultural Competence - Way to Solve the Problems of Today's World

This article highlights the need to form intercultural competence, which is closely in line with the dynamics of globalization and migration - so much publicized in recent years. Intercultural education is the study discipline included in the Romanian National Curriculum starting with 2017, which is taught in the sixth grade, this being the alternative to open communication, understanding, tolerance, interaction, solidarity and intercultural dialogue between people - regardless of ethnicity, race, religion, social condition, etc. Based on theoretical and praxiological analysis regarding the formation of the intercultural competence to the students from the gymnasium classes, three stages imposed in the finalization of the pedagogical experiment are completed: finding, training and verification. The added value of the scientific research paper is supported by teacher training activities based on the theme presented, through the elaboration and application of the Initiation Guide in Education and Intercultural Competence. Increased attention was paid to the theoretical-applied foundations that formed the basis for the elaboration and application of the Pedagogical Model for the formation of intercultural competence to the students from the gymnasium classes.

Scholarship on Russell’s Visit to China

Scholarship on Russell’s Visit to China Bernard Linsky Jan Vrhovski and Jana S. Rošker, eds. Bertrand Russell’s Visit to China: Selected Texts on the Centenary of Intercultural Dialogues in Logic and Epistemology. Ljubljana, Slovenia: Ljubljana U. P., 2021. Pp. 261. isbn: 978-961-06-0460-0. €19.90. Online: e-knjige.ff.uni-lj.si/znanstvena-zalozba/catalog/book/278. Bertrand Russell visited China from October 1920 to July 1921, where he lived in a courtyard house in Beijing with Dora Black, returning to Britain in August. Russell’s invitation to lecture at Peking University had come from professors who were members of the New Culture Movement, a movement of students and intellectuals dedicated to modernizing China in the aftermath of the 1912 revolution that ended the Ching dynasty. Young Chinese had been educated at Western universities as part of the Boxer Indemnity forced on China in the aftermath of the invasion of China some years before. Among those “returned overseas” students were Hu Shi (Hu Shih), a philosopher who had studied with John Dewey at Columbia University. 1 Another such student was Zhao Yuanren (Yuan Ren Chao), who would serve as Russell’s principal interpreter during the visit. Russell’s academic lectures consisted of a course titled “Problems of Philosophy”, an introductory series loosely following The Problems of Philosophy, a course closely following The Analysis of Mind, which was already in press in 1921, and two lectures on mathematical logic of a projected four that were cut short by Russell’s serious pneumonia that ended his lecturing in March of 1921. In addition to academic lecture courses, Russell delivered numerous lectures on education, communism and social issues while Dora Black lectured on the status of women and on the chapters of the book that they were to collaborate on upon returning from China, The Prospects of Industrial Civilization. Russell first lectured in English with Zhao interpreting into Chinese. Almost all were then published in a series of periodicals, both important newspapers and in specially designed periodicals. Jan Vrhovski and Jana S. Rošker of the Ljubljana University in Slovenia [End Page 186] have translated several essays and letters to the editor that accompanied the visit and debated the significance of Russell’s philosophy for China. They have added interpretive essays of their own to address the issue of the significance for later academic philosophy and logic in China. Although the Communist Party of China (cpc), founded soon after Russell’s departure in 1921, was opposed to Russell’s political views, his theory of knowledge and logic continued to influence what are to this day the leading universities in China, Qinghua [Tsinghua] University and Peking University in Beijing. Wang Hao had studied with Lin Juelin at Qinghua and then later at Harvard with Willard Van Quine. An echo of Russell’s visit to China can be heard in Wang’s 1960 essay on computer-generated proofs of the theorems of Principia Mathematica. Other than the end of this long thread of influence, little is known in the West of Russell’s influence in China, or indeed in China itself, after a number of Russell’s followers were denounced in the 1950s and 1960s, and all “foreign” philosophical influence was replaced by the Maoist orthodoxy. Recent developments in China have led to an increase of interest in Russell’s lectures at their centenary. The philosophy lectures are still not translated into English, although there is a project to collect and translate authoritative versions of the Chinese reports of the lectures to join the collection of Zhao Yuanren's complete works. The centenary of Russell’s visits was marked by two conferences in Beijing and a series of lectures at Peking University. From North America we have a thoroughly researched Harvard ma thesis by John Paisley, Bertrand Russell and China during and after His Visit in 1920. The Covid epidemic appears to have interfered with some other planned conferences on the visit. Paisley’s thesis, an issue of the journal Contemporary Chinese Thought, and this collection by Vrhovski and Rošker are so far the most substantial records of the visit in English since the publication of Collected...

La antropología comunitaria. Una nueva relación de investigación en y con los pueblos indígenas

The objective of this article is to reflect on the implications and conception of what I designate as community anthropology. It is an epistemic proposal interested in inciting a discussion about the way in which the relationship is built and anthropological knowledge is exchanged with social actors in contexts where indigenous autonomy is exercised. This proposal is in tune with the debates on critical, militant, dialogic and collaborative anthropology, with the particularity that it is the social actors themselves who summon researchers to collaborate intheirpoliticalproject. I present the results of an eight-month research work with the women authorities of the community government of Ayutla de los Libres, Guerrero. Establishing a horizontal and collaborative intercultural dialogue based on workshops on governance and women’s rights with a gender perspective, I consider that it enriches the anthropological work.

Scottish and Chinese teacher educators’ understandings of, and practices in the internationalisation of teacher education

ABSTRACT This article reports on a case study that collected qualitative data from seven teacher educators in two universities, respectively, from China and Scotland. Drawing on the rationales for, and ideologies about internationalisation from postcolonial perspectives, our data analysis highlights the participants’ divergent views about the rationale for internationalising teacher education: for quality assurance, for intercultural dialogues, or for developing ‘great teachers anywhere’. Such divergent views reflect the teacher educators’ different socio-cultural contexts, and the different agendas of teacher education and higher education in the two research sites. To internationalise teacher education for a global and multicultural context, we suggest teacher educators in both Scottish and Chinese contexts deconstruct their views and assumptions about Western education and promote intercultural dialogues. This also requires institutional support and thoughtful alliances among different stakeholders to ensure well-informed policies and strategies.

Verbalization of the concept language policy

The article deals with the issues of revealing the semantic structure of the concept Language Policy based on the online experiment. Most participants of the experiment represent Ukraine and European countries such as France and Germany, Poland and a few respondents from the USA and Turkey. The analysis of the similarities and differences of the concept Language Policy established via an associative experiment done with the help of respondents from different countries helps to outline their national specific features, which contribute to a deeper understanding of both foreign and native languages and cultures through the analyses of the semantic structure of the concept in question. It is emphasized that Language Policy has become a widespread phenomenon in modern Ukrainian and European societies from the social point of view. The study of a linguistic situation in a society can be considered to be an important means of forming the ability to conduct intercultural dialogues. As for the methods and linguistic tools they can vary depending on the applicable target. The article identifies common and different aspects in of the field structures of the concept Language Policy done in multilingual sociolinguistic surroundings.

Oxymoron as a translation tool and a form of cultural translation (on the example of silver age poetry)

The article shows the role of the oxymoron as a tool for transmitting stylistic means using the example of silver age poetry translations. An analysis of the functions of the "oxymoron" is given to justify the actual methods of transmitting the "oxymoron" into English based on the authors ' own translations. It is shown that the" oxymoron "in most cases can be transmitted by "calking", sometimes using the "adding" technique, which is also used when translating an entire line to preserve the rhythm, rhyme and melody of the context. Through the analysis of the translation material, its stylistic richness and features of the language transfer of meanings, it is proved that the oxymoron is a form of cultural translation, through which an effective literary and intercultural dialogue is possible.

Elementi della competenza comunicativa interculturale / Elements of Intercultural Communicative Competence

In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.

Дискуссия по книге Крауса Тамаша «Судьба идей в истории СССР и после...»

N.E. Vashkau in the essay “On the way to the dialogue of national historiographies” notes the importance of historical memory, interaction within the framework of the intercultural dialogue of historiographies. A.A. German, in solidarity with some of T. Kraus’ views on the historical memory of the Second World War, starts a polemic with him on a number of problems related to the theory, history and practice of the creation, development and fall of Soviet state socialism. T.B. Ivanova (section “Historical memory forecasting the future”) focuses on self-government as an instrument of social emancipation as a direction to develop the social structure, which T. Kraus pays special attention to in theory and political activity. The author pays attention to the wide information and evidence base offered by T. Kraus to prove the value of this idea every time for the next social reconstruction. E.F. Krinko in the section “Soviet history in a Marxist reading: Tamas Kraus on revolution, socialism, war and other issues” notes that the publication of the book provides us with a deep understanding about the Hungarian historian views basing on the denial of capitalism with its ideals of individualism and private property and commitment to the socialist idea. He emphasizes that T. Kraus rejects both the application of the theory of totalitarianism to Soviet history due to its limited research potential, and the apologetics of Soviet man and state socialism. S.G. Sidorov focused on the second section of T. Kraus’ book “War and Genocide. Historical facts and the politics of memory”, in which the author gives answers to important questions: who is responsible for the war; whether it is possible to compare the Nazi Germany with the USSR as well as GULAG and Auschwitz; who is guilty of civilians genocide and others. Sidorov has come to the conclusion that the application of “his methodological conviction – the third way” actually led the author to estimates that are close to many ones given by modern Russian historians, and allowed him to reasonably and fairly criticize the views on World War II, the Soviet period of Russian history prevailing today in Hungary and in the West.

Heritage Preservation as Strategy for Recomposing Conflict Territories

Heritage admits diverse readings depending on different territorial spaces, contexts, and knowledge fields. The relation between Heritage and the social contexts is one of these knowledge areas. But Heritage accepts a dual perception as a cultural reflection. It may be considered either as the origins of the conflicts or the engine for recomposing disrupted territories. The paper proposes a reflection on the topics related to conflict territories and the roles currently played by Cultural Heritage. The recomposition of conflict territories is based on a continuous intercultural approach with important contributions from human rights, genders equality, intercultural dialogue perspectives and the fact of taking heritage as a territorial stabilization factor. The paper presents specific practical cases in the Eastern Mediterranean region where actions on Heritage religious elements collide with the national sovereign of the respective current countries. A comparative study among these different actions proves that the initial clashes can be progressively transformed into strategies able to become the future guideline for the resolution of heritage regional conflicts. These conflicts reflect two discourses: political (with strong links between national identity and religion) and scientific (with a clash between static concept and dynamic vision) where objects interact with the visitors.

Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

We discuss the results of a qualitative research with science teachers that serve students from traditional communities. The aim is to analyze their conceptions on the importance of teaching and how to teach Western science to students from these communities. Data collection is carried out through semi-structured interviews with four teachers who work in a public school in the state of Bahia, Brazil. The analysis starts from the construction of narratives, generating thematic categories and epistemic positioning of teachers’ conceptions. The results indicate that, for those teachers, teaching Western science to students from traditional communities is important for the expansion of their knowledge and their active participation in different sociocultural environments, through methods that include intercultural dialogue. However, their answers have contradictions, which allow us to infer that their conceptions transit into the four epistemic positions on science teaching and cultural diversity: Epistemological Pluralism, Interculturalism, Multiculturalism, and Universalism, with the first two being the most emphasized. This reveals a dilemma between what they conceive as goals and links for science education, and what they practice as teachers, which is possibly influenced by school pedagogy provided by public policies of national education. We consider implications of these conceptions and positions for teacher education and science teaching sensitive to cultural diversity.

Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultural dialogue globally

This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By analysing AIEVMs produced by 18 adult learners of English in two contexts – featuring explicit intercultural training prior to AIEVM completion vs. its application without such previous input – the present study examines the impact of pertinent training in visual and intercultural competence development. The data suggest heightened levels of metacognition and critical thinking in the former context. Results for both groups also disclose the development of a powerful sense of self-discovery and empathy toward alterity, induced by the commonalities detected between the respondents themselves and the depicted. Overall, implementing the AIEVM seems to narrow the gap between the intercultural awareness discerned in both contexts, yet the dissimilar depth of the narratives produced corroborates the value of prior intercultural learning. The article concludes with a critical overview of the potential of the AIEVM, comprising prospective courses of action to supplement this instrument to sharpen users’ visual literacy and boost deeper intercultural reflection.

Intercultural Dialogue via Music: Translating the Beatles’ Legacy into Contemporary Pop Culture

Abstract Cultural translation phenomena are per se an intercultural product. Exchange and interaction take place every day in our globalized world. Especially with respect to music, a translational perspective can broaden the horizon of research projects in a very fruitful way. Music always combines elements from different cultures, periods and styles and can, in that way, serve as a medium of intercultural dialogue, which affects the participants of the dialogue not only on a rational, but also on an emotional level – and helps to cross borders and build bridges between different cultures. In my analysis, I take a look at the legacy of the Beatles and how it is performatively unfolded by the Spanish-Chilean band the Recalls, based in Germany. Different cultures intermingle in such appropriation and show a joyful (postmodern) handling to create a very special, discrete type of music and self-staging. Thus, music as a product of intercultural dialogue can become a chance for a successful interaction between different cultures.

ORIJENTALNO DRUGO: PROSVETITELJSKI ORIJENTALIZAM I IZAZOV STRANOG (na primeru Monteskjeovih Persijskih pisama)

This paper addresses Said’s view that every kind of Orientalism, as various discourses related to the Orient, is necessarily colored by the attitude of the Oriental as an inferior Other, pointing to the special literary and cultural climate of the 18th century, started with the humanistic initiatives of the 16th century. We first show how the attitude towards Orientalism devoloped, how it influenced the change of consciousness and how the cultural-historical framework was formed for the whole series of literary works that Aravamudan will classify as Enlightenment Orientalism. We point out how the Oriental, as an ever-per sisting European Other, played a vital role in the secularization of knowledge, anti-dogmatism, perspectivism and relativism, influencing the dominance of certain literary genres. The attitude towards the Other/Oriental has changed from the effort to annual and abolish it, through the attempt to understand and compare it with one’s own, to the assimilation and crossing of two cultures and civilisations by means of intercultural dialogue. Therefore, we will present, first, in brief, the cultural aspects of the challenge of foreign and oriental, and then, follow the ways of mastering under the foreign in the influential Montesquieu’s Persian letters. We will also take into account the view of Bernharnd Waldenfels in the role of the foreign in epistemological and identity reflections, showing that the challenge of the foreign necessarily stands at the beginning of every hermeneutics, as well as identity and epistemological reflections.

Non-verbal communication and intercultural dialogue – An educative perspective

The study analyses the importance of non-verbal communication (NvC) for academic education process. From this perspective, we have emphasised how essential NvC is, what a competences ensemble is to the education process and that we must use it. Drawing from theory and practice, the paper proposes several didactic modalities, more attractive, which improve the students’ communicational and proactive competences, and their interest to learn. In addition, these didactical modalities contribute to developing positive students’ interactions, social collaborations, desire of knowing and working with others, which are different. Due to the importance of NvC, the paper proposes it as one of the best recommended strategies to develop communication between people, especially for people from different cultural spaces.
 
 
 Keywords: Learning, teaching strategies, communication competences, cultural communication, motivation.

Message from the Editor in chief

Dear reader,
 I am elated to have the opportunity once again to serve as the editor for the selected Papers of the 11th World Conference on Educational Technology Researches (WCETR-2021), which was an online virtual conference hosted on the 2nd and 3rd of June 2021, at the University of Kyrenia in Cyprus. I am pleased to inform you that this worldwide recognised conference, which has been running over the past decade maintained the standard this year too.
 With a representation of researchers from various parts of the world, six papers were selected. The selected papers cover trending topics on educational technology, that is aimed to enlighten our readers on issues that need to be addressed by researchers in the field. The selected topics covered the following topics: Investigation of science teachers’ views towards online education; Programming design, education, innovation, exploration and practice based on students’ cognitive laws; Non-verbal communication and intercultural dialogue – An educative perspective; Analysis of the opinions of academists in the field on the applicability of distance education in preschool education; Analysis of academic studies on mobile technologies in the field of music education in Turkey; Impact of digitalisation of education on human capital development.
 We would like to thank all the participants for this year’s conference, for sharing their research with the world. We would also like to specially thank the authors of the selected papers from the conference, who presented selected topics from Turkey, Romania, Kazakhstan and China.
 Dear reader, thank you for making time to go through our conference papers. We hope to have your contribution in our next edition of this conference. Enjoy reading!!
 
 Best Regards
 Prof. Dr. Hüseyin Uzunboylu
 Editor in chief