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Learning in digital environments: a model for cross-cultural alignment.

Miri Shonfeld1, Megan Cotnam-Kappel2, Miriam Judge3

  • 1Kibbutzim College of Education, Namir 149, Tel-Aviv, Israel.

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|March 3, 2021
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Summary

This study proposes a model for cross-cultural education in the digital age, emphasizing social justice and essential skills like digital and intercultural competence for learners. It highlights the need for supportive educational infrastructure and educator development.

Keywords:
Conceptual modelCross-cultural alignmentDigitalEducationLearner

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Area of Science:

  • Education
  • Sociology
  • Digital Learning

Background:

  • The digital era presents new challenges and opportunities for learners and educational environments in a networked society.
  • Existing educational systems face the need to adapt to evolving learner needs and digital integration.
  • Social justice is a critical framework for understanding and addressing cross-cultural educational dynamics.

Purpose of the Study:

  • To present a conceptual model for cross-cultural alignments in education within the digital era.
  • To explore the influences of educational systems, digital environments, learners, and educators on learner development.
  • To identify key skills and competencies essential for effective learning in digital, intercultural contexts.

Main Methods:

  • Development of a conceptual model based on social justice principles.
  • Analysis of enabling and constraining factors within educational systems and digital environments.
  • Examination of three international intercultural projects to illustrate the model's application and interrelationships.

Main Results:

  • Identified essential skills for learners: digital competence, collaboration, intercultural competence, and lifelong learning.
  • Demonstrated the interrelationship between these skills and their impact on learner development.
  • Highlighted the influence of educational systems, digital tools, and educator roles in fostering these competencies.

Conclusions:

  • Educational systems must provide high-quality digital infrastructure and support for educators and learners.
  • The proposed model offers a framework for designing future intercultural projects in the digital age.
  • Further research is recommended to examine the model's components and their interrelationships for practical application.