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

Abstract

This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to urgent questions regarding learners and the learning environments in today's networked society. The model explores the enabling or constraining influences of educational systems, digital environments, learners, and educators on other learners and is based on the concept of social justice. The skills and competencies required for efficient learner development in a digital environment include digital competence, collaboration skills, intercultural competence, and lifelong learning skills. The interrelationship of these components and their influence on learners' skills and competencies are discussed through the lens of cross-cultural alignment by examining three intercultural projects worldwide. The authors recommend that educational systems provide educational institutions with a high-quality infrastructure as well as to support educators and learners in the development of digital skills. Future research may examine the model's components and their interrelationships so that it may serve researchers and practitioners as a basis for the design of future intercultural projects.

Reflecting on the Past to Shape the Future: A Systematic Review on Cross-Cultural Collaborative Learning from 2011 to 2020

“…), the hardware and software materials or tools used, and the role of technologies. Furthermore, cross-cultural learning content involves the use of meaningful and culturally relevant learning content [43]. Collaborative learning strategies involve collaborative learning methods (e.g., learning together, learning achievement, etc.…”

The Role of Digital Competence in CME Uptake: A Short Communication

“…Although the past decade has witnessed a remarkable improvement in internet access in the 27 member states of the EU, one out of every ten people still does not have access [ 9 ]. As such, digital competence is a term that seems to be still emerging and is not yet precisely defined [ 10 ].…”

“…As the digital revolution has taken hold, the potential educational benefits of digital technologies have become apparent; so too has the consequent need for a level of digital competence to facilitate this. For educators, adopting digital technologies can offer new ways of engaging learners and better accommodating their educational needs [ 10 ], but “requires that educators become lifelong learners who are willing to contend with ambiguity, frustration and change” [ 14 ]. From the learner’s perspective, Shonfeld et al [ 10 ] write that even young learners, often described as “digital natives”, may develop only basic procedural skills rather than high-level skills, due to the ramifications of factors including economic issues; indeed, the higher the level of socioeconomic development in a country, the higher the level of literacy and confidence in using computers [ 10 ].…”

“…Developing digital skills is essential for both learners and educators to fully take advantage of such benefits of digital technologies [ 10 , 23 ]. In the context of CME, a 2016 survey of 164 pharmacists found that their internet self-efficacy was a significant predictor of self-regulated learning through online continuing education [ 24 ].…”

Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown

“…Technology has the potential to transform teaching and learning practices by providing new ways to engage learners (Finger 2015). While traditionally, education has been slow to change, particularly when it comes to technology adoption, one of the unanticipated consequences of Covid-19 is how schools have had to rapidly adapt to new digital environments for continuity in teaching (Shonfeld, Cotnam-Kappel, and Judge 2021). An interesting example of this phenomenon is the DALDIS Erasmus+ Project (2019-2022 which commenced shortly before Covid-19, but whose implementation has benefitted from the crisis.…”