Best Practices of Fostering Undergraduates’ Cross-Cultural Competence Involving Training Them in Foreign Languages: Systemic Review

Abstract

<p style="text-align: justify;">The purpose of the study was to identify and categorise the criteria-specified instructional approaches to fostering undergraduates’ cross-cultural skills involving training them in foreign languages and to evaluate their effectiveness and feasibility. It was a systemic review of the effectiveness type. The descriptive content analysis was used as a methodology within the study to analyse the relevant short-listed sources. The triangular assessment method (TAM) was applied by instructors from Ukraine to rate each approach’s/programme/course’s potential effectiveness and/or feasibility for the context of higher education in Ukraine. This review identified potentially effective and feasible approaches/programmes/courses that can be converged to produce more efficient instructional models for fostering undergraduates’ cross-cultural skills. The selected approaches or courses or programmes could be categorised as technology-driven approaches, approaches based on classroom activities or using specific instruction models, psychological effect-driven approaches, and combined or converged approaches. The use of technology-driven approaches seems to be the emerging instructional trend specifically in training students’ cross-cultural skills.</p>

Best Practices for Teaching Chemistry Disciplines to Graduates Majoring in Pharmacy During the COVID-19 Restrictions: A Systematic Review

“…The triangular assessment method (TAM) was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to Mpharm students in Ukraine (Perez-Rodriguez & Rojo-Alboreca, 2017). The triangular assessment method (TAM) was used for the above purpose because it was found to be used for the same purpose in some other recent reviews and experimental studies (Bobrytska, Reva, Protska et al, 2020;Nozhovnik et al, 2022;Savluk et al, 2022). The TAM was also chosen to be used in the study because the method provided both numeric and verbal data which were important for evaluating the selected instructional models.…”