Cultural diversity learning is important in today’s globalized world because our environment is getting more multicultural and people there are more connected and interdependent. In order to live, study or work prosperously in such an environment, we need to have relevant knowledge, abilities, and competencies, and for this reason, cultural diversity learning is arranged at all academic levels in many countries. Cultural diversity learning includes multicultural, intercultural, cross-cultural, intra-cultural, and other types of cultural learning, and it can be integrated into various learning contexts (e.g. education, business, healthcare, tourism, etc.). Learners can learn the main academic subject and acquire relevant cultural knowledge and skills as well as have immersive cultural learning experiences with the support of technology.
Many related studies have considered technology-assisted cultural diversity learning in a language learning context and with classroom activities. That is, contexts that are different from language learning (e.g., education, business, healthcare, science, tourism, etc.) and learning activities arranged outside of the classroom received little attention from educators and researchers. Scholars underline cross-cultural understanding and cooperation, participatory competence, planning and implementation, empathy, sympathy and solidarity, personal motivation, and among others, understanding competence of distinct behavior and cultural vision for sustainable teacher education. Therefore, there is a need to propose ideas related to technology-assisted cultural diversity learning in various learning contexts, which consider different theories, approaches, techniques, methods, and processes. This research topic aims to collect innovative theoretical work and original applications related to technology-assisted cultural diversity learning in various learning contexts. This research topic is going to focus on learning models and theories that explain this important dimension, their applications for cultural diversity learning in various learning contexts, and evidence of their effectiveness based on systematic or empirical data.
This research topic calls for original manuscripts describing the latest developments, applications, and trends in technology-assisted cultural diversity learning in various learning contexts. Topics of interest include, but are not limited to:
• innovative theories and pedagogical models in designing and implementing technology-assisted cultural diversity learning
• creating technology-supported training/learning environments to enhance cultural diversity learning
• innovative and original instructional designs for cultural diversity learning, their applications, and evidence of their effectiveness
• research on novel technologies and their educational applications for cultural diversity learning
• assessment of technology-assisted cultural diversity learning in various learning contexts
• pedagogical, technological, and practical challenges associated with the implementation of instructional designs and use of technology for cultural diversity learning
• cultural vision and strategic management for technology-assisted cultural diversity learning
• the future influences, scalability, and sustainability of technology-assisted cultural diversity learning
Guest editor Prof. David Guralnick is the President of Kaleidoscope Learning, New York, NY, and declares no competing interests with regard to the Research Topic Subject.
All other Guest Editors declare no competing interests with regard to the Research Topic subject.
Cultural diversity learning is important in today’s globalized world because our environment is getting more multicultural and people there are more connected and interdependent. In order to live, study or work prosperously in such an environment, we need to have relevant knowledge, abilities, and competencies, and for this reason, cultural diversity learning is arranged at all academic levels in many countries. Cultural diversity learning includes multicultural, intercultural, cross-cultural, intra-cultural, and other types of cultural learning, and it can be integrated into various learning contexts (e.g. education, business, healthcare, tourism, etc.). Learners can learn the main academic subject and acquire relevant cultural knowledge and skills as well as have immersive cultural learning experiences with the support of technology.
Many related studies have considered technology-assisted cultural diversity learning in a language learning context and with classroom activities. That is, contexts that are different from language learning (e.g., education, business, healthcare, science, tourism, etc.) and learning activities arranged outside of the classroom received little attention from educators and researchers. Scholars underline cross-cultural understanding and cooperation, participatory competence, planning and implementation, empathy, sympathy and solidarity, personal motivation, and among others, understanding competence of distinct behavior and cultural vision for sustainable teacher education. Therefore, there is a need to propose ideas related to technology-assisted cultural diversity learning in various learning contexts, which consider different theories, approaches, techniques, methods, and processes. This research topic aims to collect innovative theoretical work and original applications related to technology-assisted cultural diversity learning in various learning contexts. This research topic is going to focus on learning models and theories that explain this important dimension, their applications for cultural diversity learning in various learning contexts, and evidence of their effectiveness based on systematic or empirical data.
This research topic calls for original manuscripts describing the latest developments, applications, and trends in technology-assisted cultural diversity learning in various learning contexts. Topics of interest include, but are not limited to:
• innovative theories and pedagogical models in designing and implementing technology-assisted cultural diversity learning
• creating technology-supported training/learning environments to enhance cultural diversity learning
• innovative and original instructional designs for cultural diversity learning, their applications, and evidence of their effectiveness
• research on novel technologies and their educational applications for cultural diversity learning
• assessment of technology-assisted cultural diversity learning in various learning contexts
• pedagogical, technological, and practical challenges associated with the implementation of instructional designs and use of technology for cultural diversity learning
• cultural vision and strategic management for technology-assisted cultural diversity learning
• the future influences, scalability, and sustainability of technology-assisted cultural diversity learning
Guest editor Prof. David Guralnick is the President of Kaleidoscope Learning, New York, NY, and declares no competing interests with regard to the Research Topic Subject.
All other Guest Editors declare no competing interests with regard to the Research Topic subject.
