This article presents a systematic review of the literature on the role of educational vlogging in enhancing learning and teaching outcomes. The researcher analyzed a total of 60 papers published from 2011 to 2021 using qualitative analysis with complementary quantitative analysis. The findings shed light on the vital role of vlogging in education over the last decade. This systematic review provides scholars and practitioners in the fields of education and educational technology with valuable information about how to improve learning and teaching through vlogging. The data was collected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. The findings indicated that students and teachers have a positive attitude toward vlogging. Vlogging in higher education is more extensive than in K-12. The main subject in which vlogging is used in K-12 was language, while the main subject in higher education (HE) was found to be reflective practices.
Intercultural competence is essential for faculty working closely with students from diverse backgrounds. There is a need to bridge the gap between faculty and students from different cultures and enable them to effectively work in a diverse place and speak to a global audience. This chapter proposes a framework consisting of empathy and self-reflection, and virtual reality (VR) training is currently being developed by the author based on this framework. This chapter argues that the proposed framework and VR training will enable faculty to integrate cultural competency and provide them with the essential tools to play their roles as responsible members of our worldwide community, which is aligned with the UN 2030 agenda for sustainable development.
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