Shonfeld Miri, Cotnam-Kappel Megan, Judge Miriam, Ng Carolyn Yeehan, Ntebutse Jean Gabin, Williamson-Leadley Sandra, Yildiz Melda N
Kibbutzim College of Education, Namir 149, Tel-Aviv, Israel.
University of Ottawa, 336 Lamoureux Hall, 145 Jean-Jacques-Lussier Private Ottawa, Ottawa, ON K1N 9A7 Canada.
Educ Technol Res Dev. 2021;69(4):2151-2170. doi: 10.1007/s11423-021-09967-6. Epub 2021 Feb 25.
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.
本文提出了数字时代教育中跨文化协调的概念模型。其目的是探索并回应有关当今网络社会中学习者和学习环境的紧迫问题。该模型基于社会正义概念，探讨教育系统、数字环境、学习者和教育工作者对其他学习者的促进或制约影响。在数字环境中高效促进学习者发展所需的技能和能力包括数字能力、协作技能、跨文化能力和终身学习技能。通过审视全球三个跨文化项目，从跨文化协调的角度讨论了这些组成部分之间的相互关系及其对学习者技能和能力的影响。作者建议教育系统为教育机构提供高质量的基础设施，并支持教育工作者和学习者发展数字技能。未来的研究可以考察该模型的组成部分及其相互关系，以便它能为研究人员和从业者提供参考，作为未来跨文化项目设计的基础。
