Sustainable intercultural and inclusive education: teachers’ efforts on promoting a combining paradigm

Sorkos, Georgios; Hajisoteriou, Christina

doi:10.1080/14681366.2020.1765193

Cited by 51 publications

(40 citation statements)

References 41 publications

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“…Discussing research in a general context, it is one of the main skills to be mastered at the university level, and it is more important for postgraduate students. The tendency of many HEIs to exploit research has become a strategy rather than a requirement because the success of any university can be measured through research outcomes, which is one of the key indicators for HEIs rankings and one of their main challenges [8,18,55]. Moreover, many HEIs offer different programs for students with a research mode only, which increases the importance of research skills among international students to acquire sustainable learning.…”

Section: Discussionmentioning

confidence: 99%

“…This trend shows that intercultural education or learning aims to attain sustainable development, including the intercultural competency of students [8]. Intercultural education goes beyond the general description of education systems to promote the individual learning experience of students, which is a challenge for HEIs to include these goals in their strategies and goals [8,18,55].…”

Section: Introductionmentioning

confidence: 99%

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Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

et al. 2020

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The tendency for internationalization of higher education in many Higher Education Institutions (HEIs) around the world, including those of Malaysia, is increasing with the current wave of globalization; however, the main challenge of international HEIs is how to manage intercultural diversity and overcome intercultural learning challenges that affect international students’ learning outcomes and learning sustainability. Hence, the aim of this study was to investigate intercultural learning challenges that affect international students’ learning sustainability through a proposed measurement model. The data were collected from 273 international students in Malaysian HEIs through a survey and were analyzed using variance-based structural equation modeling (i.e., PLS-SEM). The results showed that intercultural challenges did not have a significant effect on students’ learning sustainability. Nevertheless, language challenges, academic challenges, and research challenges were found to have a significant negative impact on the learning sustainability of international students. The study concluded that intercultural learning barriers are considered to be intercultural learning challenges, which have a negative effect on international students’ learning sustainability even though international students might overcome such challenges with the passage of time. In addition, the study identified different factors pertaining to international students’ learning sustainability, such as students’ language and learning skills, Higher Education Institutions’ educational systems, and lecturers. Based on the finding of the study, Higher Education Institutions need to create a clear framework that encompasses these factors to improve learning sustainability among international students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

et al. 2020

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“…For the process of intercultural education to be successful, we need to get to know our own culture first before we meet the cultures of others (Nikšić Rebihić & Dedić . Some authors suggest that the primary aim of intercultural education is to enable every child to play a fully participatory role in the society (Wereszczyńska, 2018), ensure sustainable social cohesion, sustainable social and cultural capital development, and sustainable development of well-being especially for vulnerable individuals and groups (Sorkos & Hajisoteriou, 2020).…”

Section: Interculturality and Intercultural Educationmentioning

confidence: 99%

Comparative Overview of the Presence of Intercultural Education of Teacher Trainees in Serbia and Bosnia and Herzegovina

Beljanski

Bukvić

2020

J Ethn Cult Stud

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The focus of the present paper is on the importance and significance of interculturality in teacher education. The paper analyzes the intercultural content of the curricula to develop the intercultural competencies of future teachers in Serbia and Bosnia and Herzegovina. The sample analyzed was the curricula of the universities of these two countries for the academic year 2018-2019. The analysis of the chosen documents examined the areas of teaching, content, as well as other elements that represent possible opportunities for developing the intercultural competencies of the students. The analyzed curricula do not offer an insight into the results of the teaching practice, which is one of the limitations of this study. The findings on the poor ratio of intercultural elements in the curricula and the need for their revision, as well a necessity of introducing systematic intercultural education to teacher colleges and universities of education are a valuable contribution. Competent teachers will create a positive environment for proper intercultural communication and develop the intercultural sensitivity of their students thus promoting a culture of dialogue. The result obtained in the analysis can be an incentive to think thorough when creating curricula for educating teachers, both in initial and life-long learning so that they promote intercultural values.

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“…The topic of transdisciplinarity is directly related to the development trends of modern science and education [1][2][3]. This term was first used by J. Piaget in 1970 to refer to the principle of scientific study.…”

Section: Introductionmentioning

confidence: 99%

On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

Denikina

Denikin

2021

SHS Web Conf.

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The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

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Sustainable intercultural and inclusive education: teachers’ efforts on promoting a combining paradigm

Cited by 51 publications

References 41 publications

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions

Comparative Overview of the Presence of Intercultural Education of Teacher Trainees in Serbia and Bosnia and Herzegovina

On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

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