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Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow's theory of perspective transformation and Kiely's six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students' research practice. Validating the link between research students' learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students' cultural awareness to inform their research practices.

Background: Understanding the role implicit bias plays in health inequities can aid students in adopting a culturally humble approach to working with diverse communities. This article describes the development of the "Through the Eyes of …" training program, aimed at improving cultural humility, empathy, and implicit bias awareness of nursing students., Method: A series of simulated experiences using 360-degree video capture was developed, allowing students to explore personal and societal responses to the experiences of the populations served within the community. The training materials were pilot tested with a group of prelicensure nursing students., Results: Students ( N = 25) reported strong agreement that the simulations provided adequate information, necessary support, problem-solving ability, time for feedback/reflection, and fidelity. The students enjoyed hearing other perspectives and the realistic nature of the simulated scenarios., Conclusion: The program allowed students the opportunities to explore with the goal of improving nursing practice and patient outcomes. [ J Nurs Educ. 2025;64(2):136-140.] ., Competing Interests: Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.

Twenty-first century transformations have taken place within the framework of globalisation of the economy, the spread of information technology and global migration resulting in increased cultural diversity in many societies. This qualitative study investigated perspective transformation in 18 research students, from Australia, Hong Kong SAR, and Sweden, participating in an international online course by using Mezirow's theory of perspective transformation and Kiely's six forms of transformative change (intellectual, moral, political, cultural, personal, and spiritual). The approach to learning facilitated global networking and a commitment to support growth in the students' research practice. Validating the link between research students' learning experiences and perspective transformation theory encourages educators to develop future online educational materials to promote cognitive flexibility and reflexivity and increase students' cultural awareness to inform their research practices. [ABSTRACT FROM AUTHOR]

The US is becoming progressively diverse and so are our classrooms. Home-school partnerships are essential to supporting diverse learners. It is critical both new and veteran practitioners make intentional efforts to provide culturally proficient practices when building home-school partnerships. Cultural awareness is identified across disciplines as the initial step to being a culturally proficient practitioner (e.g., CCPEP, nd; Randall-David, 1989; SAMHSA, 2014). Self-awareness is an important but often overlooked step in cultural awareness. This article addresses three techniques to increase cultural self-awareness as an initial step to building effective home-school partnerships with diverse families. [ABSTRACT FROM AUTHOR]

This paper explores the value of autoethnography in the context of student teaching and learning. The manuscript situates autoethnography within restorative and critical pedagogies and draws from students' impressions to examine how autoethnography aids in developing self-awareness, empathy, and vulnerability as emotional resiliency. Further discussion brings attention to the potential of autoethnography for prompting the sociological imagination, igniting transformative learning, and engaging cultural therapy to promote cultural awareness and equity of learning opportunity. [ABSTRACT FROM AUTHOR]

The plight of African American males continues throughout America and is prevalent in its educational system. Not only are these students negatively impacted by low expectations of their non-African American teachers; policy makers are impeded from devising effective strategies to improve their academic achievement. This qualitative Delphi study explored teacher preconceptions of African American male students to determine the connection between teacher expectations and the academic achievement of these students. Moral exclusion and critical race theory provided the conceptual framework. The findings of the study revealed several perceived preconceptions that included the teacher belief that these students did not care to achieve a quality education. The results provided recommendations to improve the school experience of African American male students by increasing the cultural competence of educators. While the primary recommendation was for teachers to be trained in cultural awareness and diversity; this issue proves to not be an easy fix.

Background: HIV is still an incurable disease, causing many problems in the daily lives of patients and affecting their overall quality of life. Previous studies have shown that advanced AIDS patients have more serious physical, psychological, social, and economic problems than HIV patients and that advanced AIDS patients have more unmet needs at this time. The main objective of this study is to better understand the needs of late-stage AIDS patients and to develop targeted palliative care services for them. Method: Descriptive phenomenological methods were used. Advanced AIDS patients were selected using purposive sampling in a tertiary infectious disease hospital. Participants (n = 15) were interviewed in one-to-one semi-structured interviews between March and May 2024. Data saturation was reached after the 15th interview, as no new themes emerged. A phenomenological thematic analysis method was used to analyze the interviews. Results: The following four themes emerged and are reported in this study: (1) Physiological needs: Participants often reported that chronic pain and fatigue were the main concerns and needed help from daily activities. (2) Information needs: Patients emphasized the gap in understanding treatment plans and drugs, hoping to get clear guidance from medical service providers. (3) Psycho-spiritual needs: Participants expressed their desire for respect, friendship, and dignity, as well as their fear of future uncertainty and humiliating experiences. (4) Social support needs: economic burden, limited nursing continuity, and social discrimination are the outstanding challenges faced by participants. Conclusion: This is the first study to comprehensively examine the palliative care needs of advanced AIDS patients in China. The findings underscore the urgent need for culturally sensitive, policy-driven interventions to address these multifaceted needs. Tailored strategies can significantly enhance the quality of life for this vulnerable population and provide actionable insights for healthcare policymakers to bridge existing care gaps. [ABSTRACT FROM AUTHOR]

The use of herbal or traditional medicines has survived the proliferation of modern medicine. The phenomenon has been labeled as the 'herbal medicines paradox' (HMP). We study whether such HMP hypothesis can be explained by the persistence of attitudes across cultural boundaries. We undertake a secondary analysis of individual-level migration data to test the persistence of the use of herbal medicines in relation to norms in the person's country of birth (or home country). We study the association between attitudes towards herbal medicine treatments of both first (N = 3630) and second-generation (N = 1618) immigrants in 30 European countries, and the average attitudes of their sending country origins. We find robust evidence of an association that is stronger for the second-generation migrants. We document a stronger effect among maternal than paternal lineages, as well as significant heterogeneity based on migrants' country of origin. Our estimates are robust to different sample analysis. Our estimates are consistent with a cultural explanation for the HMP. [ABSTRACT FROM AUTHOR]

This study examines how Christianity, Islam, Hinduism, Buddhism, and Judaism interpret and respond to AI advancements through a systematic literature review, exploring theological, ethical, and philosophical perceptions. Christianity emphasizes human dignity and divine sovereignty, advocating for AI that aligns with stewardship and love. Islam promotes judicious AI use in line with justice and societal welfare. Hinduism views AI through Dharma and Ahimsa, encouraging ethical practices. Buddhism focuses on alleviating suffering and supporting AI's positive impact. Judaism approaches AI with cautious optimism, emphasizing justice and 'Tikkun Olam,' while calling for AI development that harmonizes with spiritual values and cultural sensitivity. [ABSTRACT FROM AUTHOR]

Physicians are shaped by sociological and philosophical factors that often differ from those of their patients. This is of particular concern in pluralistic societies when navigating ethical disagreements because physicians often misunderstand or even dismiss patient perspectives as being irrational. This paper examines these factors and why many physicians approach ethics as they do while elucidating various patient perspectives and demonstrating how they make sense when considered from a different cultural worldview. Many physicians are trained in contexts that are WEIRD: Western, educated, industrialized, rich, and democratic. These sociological characteristics tend to go hand in hand with the trio of individualism, secularism, and existentialism. These then shape an approach to ethics that focuses on the individual patient, makes no reference to the divine, and focuses on a patient's personal desires. This contrasts significantly with many patients who are collectivistic or religious, and then make rational decisions based on other values. The social fact of pluralism implores physicians to temper confidence in their own cultures while considering others to promote mutual understanding and improved care. This paper concludes with a discussion of how bridges can be built across cultures without sliding into relativism, beginning with recognizing and communicating our shared moral intuitions. [ABSTRACT FROM AUTHOR]

Purpose: Traumatic brain injury (TBI) can lead to impairments in motor and cognitive function and reduced life satisfaction. TBI is one of the leading causes of death and disability worldwide and disproportionately affects Native Americans, who have the highest rates of TBI among all races in the United States and elevated likelihood for fatality and severe complications. This study investigated whether disparities in functional and life satisfaction outcomes exist longitudinally over the 5 years after complicated mild, moderate, or severe TBI between Native Americans and White individuals; it further explored which demographic and injury-related covariates account for them. Research Method: The current study used a subsample of the national TBI Model Systems Database of 80 demographically and injury-severity matched Native American and White pairs (total n = 160). Results: A series of longitudinal hierarchical linear models found that Native Americans experienced significantly lower Functional Independence Measure Cognitive and Motor trajectories than Whites; however, life satisfaction was comparable. Native Americans had declining cognitive function over time relative to a slight increase in White individuals. This differential movement dissipated with the addition of employment status at the time of injury and type of health insurance. Conclusions: These results demonstrate a profound need to further investigate the cultural and contextual variables unique to Native Americans that underlie these differences and highlight the importance of culturally responsive treatment and rehabilitation in bridging the gap in recovery. Impact and Implications: This study provides important insights into health disparities in Native American populations after moderate-to-severe traumatic brain injury and suggests that there is a critical need for interventions to address these disparities. The results demonstrate a profound need to further investigate the cultural and contextual variables unique to Native Americans that underlie these differences and highlight the importance of culturally responsive treatment and rehabilitation in bridging the gap in recovery. [ABSTRACT FROM AUTHOR]

Aims: CUSTOM is a culturally sensitive diabetes self-management education and support programme tailored to Urdu, Turkish and Arabic-speaking people in Denmark. The aim of this study was twofold: first, to examine the functional social support perceived by CUSTOM participants before and after the intervention; and, second, to explore how participants' structural social support affected the physical and mental health benefits of the intervention. Methods: The participants were people with type 2 diabetes whose primary language was Urdu, Arabic or Turkish (n = 73). Outcomes included A1C, body fat percentage, diabetes distress, well-being and functional social support. Changes were observed between baseline and six months after participation in a single-group pre-test/post-test design. The Cochran–Armitage trend test was used to assess pre–post differences in functional social support. The role of structural social support was assessed using moderation regression analysis. Results: Participants reported higher availability of functional social support after the programme (p < 0.05), although the change in loneliness was not significant. In addition, cohabitating with adult children increased the average body fat percentage reduction achieved following the programme, while living with a partner lowered the average body fat percentage reduction achieved. The intervention was particularly successful in improving diabetes distress among those with weak structural social support. Conclusions: Culturally sensitive diabetes self-management education and support can improve social support among people with an ethnic minority background. The structure of social relations may influence the benefit of culturally sensitive diabetes self-management education and support. Future programmes should include family members and other social relations more actively, drawing attention to both positive and negative aspects of social relations. [ABSTRACT FROM AUTHOR]

Background: People with intellectual disabilities are less likely to have access to palliative care, and the evidence shows that their deaths are often unanticipated, unplanned for, and poorly managed. Within the general population, people from minoritised ethnic groups are under-represented within palliative care services. End-of-life care planning with people with intellectual disabilities from minoritised ethnic groups may be a way to address these issues. There is a huge gap in the evidence regarding intersectionality of intellectual disability and ethnicity within end-of-life care planning. This study explored the characteristics of effective and preferred end-of-life care planning approaches and resources for people with intellectual disabilities from minoritised ethnic groups. Methods: Nine focus groups and three semi-structured individual interviews were held with 41 participants from minoritised ethnic groups (11 family carers; 25 support staff; and five people with intellectual disabilities). Session recordings were transcribed verbatim and analysed using the framework analytical approach. Results: Participants thought that end-of-life care planning practices were dependent on the person's culture, ethnicity, and religion, and that it was important to follow these at the end-of-life. They deemed it important to discover and respect (and not assume) the individual's perspectives, values, needs, and wishes through a person-centred approach. Cultural attitudes to talking about death could hinder end-of-life care planning as participants perceived it as taboo. Disagreement was described as hindering end-of-life care planning, particularly when strong feelings about cultural and religious practices were involved. Staff highlighted the need for cultural and religious awareness, which could involve seeking information and receiving training. Opening the conversation about death and dying was seen as a potential facilitator for exploring end-of-life care planning. Conclusions: The study was committed to addressing issues of equity, diversity, and inclusion. It is the first study to explore perspectives on end-of-life care planning with people with intellectual disabilities from minoritised ethnic groups. It was deemed important that staff did not assume but discovered and respected the views and preferences of people with intellectual disabilities regarding culture and religion. There is an urgent need for more research into end-of-life care planning with people with intellectual disabilities from minoritised ethnic groups. [ABSTRACT FROM AUTHOR]

The relational nature of cultural humility (CH) has been evident since the beginning of its conceptual and empirical explorations in multicultural counseling. However, few studies have intentionally used a theory‐driven framework to examine the relational processes of CH. In the current study, we used a structural equation modeling approach to examine the relationships between CH, empathy, therapeutic working alliance, and real relationship through a common factors framework. Using a sample of 610 adult counseling clients, we found that CH accounted for approximately 60% of the variance in the working alliance and 58% of the variance in the real relationship. Moreover, we found that empathy partially mediated the dispositional and situational effects of CH on both relational outcomes. We discussed strategies to cultivate CH in counseling relationships. We also recommended future researchers identify other theoretically related mediators and moderators. [ABSTRACT FROM AUTHOR]

The romantic relationship of Arab American couples have been noticeably excluded from the research literature. Intersection between fidelity, commitment, and relational satisfaction, along with contextual factors for Arab Americans has not been addressed in research. In this paper, hierarchical multiple regression analyses were used to explore the relationship between relational satisfaction and commitment and fidelity among Arab American couples. Our findings indicated that there are positive correlations among relational satisfaction, commitment, and fidelity and revealed that relational satisfaction significantly predicts Arab American couple's commitment and fidelity. Future directions are provided to encourage clinicians to provide culturally sensitive care to advocate needs for Arab American clients and suggest future researchers to expand different aspects (gender roles, gender differences, or religion) further their understanding and different methodology to capture Arab American couples' lived romantic relationship experience. [ABSTRACT FROM AUTHOR]

This study aims to provide an overview of RECs (research ethics committees) in Chinese universities, encompassing both medical and non-medical studies. The primary objective is to identify major challenges faced by RECs in Chinese universities and draw meaningful implications from the findings. The investigation focuses on 42 comprehensive Chinese universities, and the results reveal that while all universities have implemented RECs in various forms, only 28.6% explicitly stipulate ethical review requirements for non-medical disciplines. Furthermore, RECs in Chinese universities encounter various challenges, including insufficient attention to research ethics review, inadequate ethics review systems and regulations, a lack of education and training, and lacking ethics review for non-medical research. This paper proposes recommendations for establishing robust RECs in Chinese universities, seeking to enhance ethical governance in research. By addressing the challenges identified, these recommendations aim to strengthen ethical oversight, foster a culture of responsible research, and uphold the highest ethical standards across diverse academic disciplines. [ABSTRACT FROM AUTHOR]

Food insecurity (FI) has short‐ and long‐term effects on maternal and child health, with persistent inequities within under‐resourced communities of colour (e.g., Hispanic and Non‐Hispanic Black). Interventions to mitigate maternal–child FI must engage the voices of under‐resourced communities of colour to improve implementation and tackle socio‐ecological drivers of inequities, leading to positive maternal–child outcomes. This exploratory sequential mixed‐methods study aimed to co‐create implementation strategies to tailor a culturally sensitive intervention to address FI during the first 1000 days of life in under‐resourced communities of colour in Las Vegas. A Community Advisory Board (CAB) engaged in a two‐step participatory process. First, through the concept mapping, hierarchical cluster analysis organized 125 strategies into seven thematic areas: policy and advocacy, access to food and resources, built environment, education across systems, social and peer support, cultural congruency and trust, and wellness and mental health. Second, through consensus‐building, strategies were combined by similarity (n = 94) and excluded if unrelated to health and nutrition (n = 9). The CAB reached a consensus on 22 strategies classified across three socio‐ecological levels. Examples of strategies at the community level (n = 16) included increasing utilization of federal nutrition assistance programmes; at the service level (n = 4), integrating FI screenings and referral coordination systems across services; and at the individual level (n = 2), providing mentorship, education, and support for families and moms. The co‐creation of a culturally sensitive intervention to reduce inequities in maternal‐child FI during the first 1000 days of life requires multi‐level strategies across three socio‐ecological levels in under‐resourced communities of colour in Las Vegas. Key messages: Implementation co‐creation can increase interventions' feasibility, acceptability, and ownership, ultimately reducing structural barriers and inequities.Using a concept mapping activity, the community advisory board (CAB) identified seven thematic areas for addressing maternal‐child food insecurity: policy and advocacy, access to food and resources, built environment, education across systems, social and peer support, cultural congruency and trust, and wellness and mental health.Using a consensus‐building process, the CAB reached a consensus on 22 strategies across three socio‐ecological levels. Examples of strategies at the community level (n = 16) included the reach and utilization of federal nutrition assistance programmes; at the service level (n = 4), integrating FI screenings and referral and coordination systems across services; and at the individual level (n = 2), developing groups that provide support for moms.The co‐creation of a culturally sensitive intervention to address maternal‐child food insecurity during the first 1000 days requires multi‐level strategies across three socio‐ecological levels. [ABSTRACT FROM AUTHOR]

The Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed and validated to assess autism knowledge across cultural contexts. Given the wide international use of the measure, the current study aimed to re-examine the measurement properties of the ASK-Q. Using a large, international database (n = 5064), psychometric analyses examined both item discrimination and differential item functioning across four countries. These analyses identified 18 items in need of examination for removal or refinement and retention. Further review by a team of autism experts identified additional changes required to minimize item stigma and increase item cross-cultural sensitivity and accuracy. These changes resulted in the ASK-Q, Second edition (ASK-Q-2), a briefer measure, that maintained the original four-factor structure and excellent internal consistency, but that now has even higher reliability for use in cross-cultural contexts. The Autism Stigma and Knowledge Questionnaire (ASK-Q) was developed to assess autism knowledge across cultural contexts. The current study aimed to examine cultural equivalence of the measure using a large, international database. These analyses identified 18 items in need of examination for removal or revision. A team of autism experts recommended several additional changes to reduce stigma and increase cross-cultural sensitivity and accuracy of the items on the measure. These changes resulted in a briefer measure with maintained statistical support. [ABSTRACT FROM AUTHOR]

Background: In Confucian-influenced Asian societies, explicit end-of-life conversations are uncommon and family involvement in decision-making is crucial, which complicates the adoption of culturally sensitive advance care planning. Aim: To develop a consensus definition of advance care planning and provide recommendations for patient-centered and family-based initiatives in Asia. Design: A five-round Delphi study was performed. The rating of a definition and 84 recommendations developed based on systematic reviews was performed by experts with clinical or research expertise using a 7-point Likert scale. A median = 1 and an inter-quartile range = 0–1 were considered very strong agreement and very strong consensus, respectively. Setting/participants: The Delphi study was carried out by multidisciplinary experts on advance care planning in five Asian sectors (Hong Kong/Japan/Korea/Singapore/Taiwan). Results: Seventy-seven of 115 (67%) experts rated the statements. Advance care planning is defined as "a process that enables individuals to identify their values, to define goals and preferences for future medical treatment and care, to discuss these values, goals, and preferences with family and/or other closely related persons, and health-care providers, and to record and review these preferences if appropriate." Recommendations in the domains of considerations for a person-centered and family-based approach, as well as elements, roles and tasks, timing for initiative, policy and regulation, and evaluations received high levels of agreement and consensus. Conclusions: Our definition and recommendations can guide practice, education, research, and policy-making in advance care planning for Asian populations. Our findings will aid future research in crafting culturally sensitive advance care planning interventions, ensuring Asians receive value-aligned care. [ABSTRACT FROM AUTHOR]

This special issue focuses on culturally affirming and liberatory mental health theories and approaches with Latine/x clients and their respective communities. Grounded in the cultural traditions of Latine/x communities, the articles in this special issue move beyond discussing the challenges Latine/x clients face in accessing mental health services to providing practical guidance for addressing oppressive systems. As a resurgent effort to dismantle the long‐standing effects of racism on the Latine/x community, this special issue also offers a strength‐based model of radical healing. [ABSTRACT FROM AUTHOR]

Despite health and performance benefits of appropriate breast support in sport, elite women athletes' knowledge of breasts/bras is poor leading to poor bra choices, breast pain and performance decrements. This multiphase intervention assessed breast/bra issues and preferences, individually prescribed sports bras and evaluated outcomes for the England Senior Women footballers. Breast/bra workshops were delivered to England players; all 36 completed pre-intervention surveys and breast/bra assessments, before being prescribed bras six weeks before European and World Championships (2022, 2023). 24 players completed post-intervention surveys. Pre-intervention outcomes identified poor knowledge, poor bra fit, many bra issues, and cultural sensitivities. Breast pain was prevalent (61%), with 25% reporting clinically significant breast pain. Post-intervention, players reported significant improvements with prescribed sports bras. 91% reported improvements in knowledge and benefiting from the intervention. This successful intervention provided an evidence-base for ongoing breast health initiatives with England Teams, plus roll-out to all levels of women's football. [ABSTRACT FROM AUTHOR]

The complexity of work environments demands a more proactive management of safety and the formation of a solid organizational culture that integrates safety culture as part of its fundamental values. A research process was developed from a mixed approach, with an explanatory level and quasi-experimental design with the objective of proposing teaching strategies to improve safety awareness and culture in technical and professional work environments in students of the Technical High School of “Unidad Educativa Central Técnico”, Educational Institution, located in the Quito-Pichincha province, Ecuador. The initial diagnosis showed a limited internalization and application of safety and occupational health norms, as well as deficiencies in the development of emergency procedures and the active promotion of a safety culture. To scientifically address this problem, strategies were designed to improve safety awareness and culture among students, focusing on participatory, interdisciplinary and practical teaching methods that encourage active learning and the commitment of the entire educational community. The expert validation process and the results of the post-test showed that the strategies implemented succeeded in raising the levels of safety awareness and safety culture, with emphasis on the application of safety rules and the correct use of protective equipment showed remarkable progress. [ABSTRACT FROM AUTHOR]

Students' sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher-level and school-level factors that could contribute to a sense of school belonging. Open-ended survey questions were used to qualitatively explore how teacher- and school-level practices contributed to the school belonging of 93 Indian students aged 12-19. Data analysis followed manifest content analysis, identifying themes within teacher-level and school-level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students' perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

School psychology training programs are vital to promoting culturally responsive and equity-centered practices. However, research on multicultural training in school psychology tends to be based on faculty reports, often excluding graduate students' perspectives. The present investigation sought to obtain a more comprehensive understanding of multicultural training in school psychology. A sample of 108 graduate students completed the "Multicultural Environmental Inventory-Revised" and a training experiences questionnaire to explore their perspectives on the models and methods used for school psychology multicultural training, perceptions of their program's multicultural environment, and the extent to which these perceptions are associated with programs' multicultural training offerings. Results indicate that almost all participants reported that their programs provided multicultural training. However, there was limited discussion of diversity regarding age, gender identity, national origin, and religion, and of social justice topics. Additionally, there were differences in perceptions of multicultural program environment by race, sexual orientation, and political ideology. Findings of this study suggest that programs should emphasize social justice and skills-based instruction and create program environments that support the development of cultural competence. Recommendations for enhancing multicultural training and creating inclusive program environments are provided.

Teacher education programs are still grappling with the best ways of capturing preservice teachers' dispositions toward diversity and culturally relevant pedagogy (CRP). Recent studies identified critical reflections as a way of capturing preservice teachers' dispositional shifts over time, highlighting instances of CRP. This study sought captured preservice teacher' critical reflections across two education courses at a midwestern university in the United States. Our findings revealed how preservice teachers took up tenets of CRP, but also revealed ways they resisted those same tenets. Looking across both courses, we found critical information for improving future practice.

This study employs the Delphi method to ascertain intercultural scholars' current consensus on a definition, specific components, and key evaluation criteria of intercultural competence. Sixty-eight leading intercultural scholars from Euro-American and East-Asian countries participated in this study. The results are largely congruent with the previous study, nonetheless some new elements emerge from this study. Based on the findings, intercultural competence is redefined and a multicultural model is proposed.

This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with international students with the aim of answering the overarching question: how do university faculty and student/academic affairs professionals working with international students perceive the institutional support systems for international students through the lens of the Culturally Engaging Campus Environments conceptual model? Salient findings indicated that change is most needed in the areas of opportunities for meaningful cross-cultural engagement, culturally validating environments, proactive philosophies, and availability of holistic support in within the study's campus context. Practical and theoretical implications are discussed in light of the CECE model.

There are growing numbers of African international students studying at Higher Education Institutions (HEIs) in North America and the United Kingdom. Intercultural mentoring is one response to supporting students in navigating the complex cultural, social, and academic transitions from home to host countries. This article examines the experiences of 18 participants who had recently mentored African international students attending higher education institutions in Canada or in the UK. Semi-structured interviews with participating mentors were transcribed and analysed from a critical intercultural perspective. Results highlight four themes that provide insight into mentors' approaches to intercultural mentoring: navigating fields of action and intervention, engaging in reflective practice, intercultural mentoring as a relational practice, and mentoring as a decolonising practice. Study findings provide insight into how intercultural mentoring relationships develop and evolve and how mentors approach mentoring relationships as sites that hold transformative learning potential for both mentors and students.

As the world is becoming a more connected and interdependent place, a fast growing literature has examined the effects of foreign experiences on cognitive and psychological outcomes. The current research seeks to explore the relationship between living abroad and intellectual humility. To this end, we conducted four methodologically diverse studies (N = 643) using multiple populations and complementary measures of intellectual humility. In Study 1, we provided correlational evidence that students with international living experience manifested greater intellectual humility than peers lacking such background. Study 2 conceptually replicated the results of Study 1 by using a different measure of intellectual humility and a more diverse population. In Study 3, we found that individuals with international living experiences reported elevated intellectual humility compared to those who had plans to live abroad but had not yet done so. Study 4 adopted an experimental approach and provided evidence for the causal role of foreign experiences in influencing intellectual humility. Moreover, the results showed that the breadth, rather than the duration, of foreign experiences was predictive of greater intellectual humility. Taken together, these findings suggest that foreign experiences can impact the modest personality and meta-cognitive ability in individuals engaging internationally as sojourners.

This study explores and compares the experiences of international students studying through internationalisation abroad (IA) and at a distance (IaD) at a UK university through the lens of Ecological Systems Model. In doing so, we propose a revised Ecological Systems Model, integrating the co-existing but fluid and liminal virtual/physical and home/host dimensions. Thirty-two interviews were conducted with international students who studied either: 1) in-person, 2) online in their own country, or 3) first online and then in-person. Our findings identified that the perceived learning environments of IA and IaD students were not distinct from one another, yet the differences in their learning ecologies impacted their experiences significantly. Compared with geographically mobile students, international distance learners experienced a discrete process of internationalisation with limited intercultural learning. Our findings suggest our revised Ecological Systems Model provides a stronger conceptual framework for the digital era of international higher education.

This study explored student learning outcomes related to virtual international exchange, namely global perspective-taking and self-efficacy, among a sample of 76 community college students in the United States. Viewing virtual exchange as a possible high-impact educational practice, we anticipated that participation would have a positive relationship with these two outcomes. To test this hypothesis, we used survey data collected from students attending two community colleges in the US Southeast. Using a pre-test/post-test design, we estimated linear regression models to explore the relationship between virtual exchange participation and these two outcomes, measured using the Global Perspectives Inventory and the New General Self-efficacy Scale. Counter to expectation, we found that virtual exchange was not generally significantly related to changes in students' global perspective-taking or sense of self-efficacy. We hypothesize these null findings relate to characteristics of virtual exchange programs and differences between virtual exchange and other international experiences like study abroad.

Spanish-speaking immigrant students, particularly those from Central America, constitute a rapidly growing subpopulation in U.S. public schools. As primary institutions for socialization, cultural learning, and academic knowledge development, schools often offer immigrant students their first experience of U.S. cultures and the English language. However, schools may mirror broader sociopolitical dynamics of marginalization and social exclusion. The current qualitative study, which explored the school-based experiences of Central American immigrant adolescent students enrolled in English language learner (ELL) programming, sheds light on the specific dynamics of social inclusion (and exclusion) in public schools as institutions, and how such dynamics impact processes of acculturation and overall sense of belonging. Specifically, participant perspectives highlighted the ways in which the institutional design of ELL programs, as well as highly racialized and assimilative school policies and practices, hinder cultural exchange and social inclusion.

STEM is an exclusionary space for queer and trans* students of color (QTSOCs). A critical site of justice-oriented transformation to enhance support for QTSOCs is mathematics education, which has significant impacts on access to STEM majors and positive identities in the sciences. This article proposes a set of rights for QTSOCs as STEM learners to guide pedagogy that affirms intersectionality of their experiences in and beyond mathematics classrooms. QTSOCs in STEM have the rights to: (i) feel confused and receive support; (ii) take risks in participation and identity expression; and (iii) have affirming representation of identity in knowledge production. To illustrate how these rights are denied and embraced through STEM pedagogy, I present 2 narrative cases from my research study about QTSOCs' intersectionality of STEM experiences where mathematics played a central role. I conclude with implications for practice to cultivate rehumanizing STEM educational opportunities that QTSOCs deserve.

During the Armenian Genocide, the Ottoman Empire's Young Turk government forcibly transferred and assimilated thousands of Armenian children into Turkish society. After the defeat of the Ottoman Empire in the First World War, Armenian and international bodies and individuals began to liberate the transferred children. However, they encountered resistance to child identification from both Turkish authorities and some of the children themselves. This study examines the efforts to bring back those child-survivors, many of whom, after being rescued, found it difficult to accept their Armenian identities following their traumatic ordeal. To analyse in what ways the liberated child-survivors were educated, this study investigates "Tun" magazine, prepared by the orphans of the Jbeil orphanage, and presents its history. "Tun" is a unique example of a student press that was guided by teachers, with the aim of reinforcing "Armenianness" in the students and returning them to their nation.

In this article, we introduce city walking as a social work pedagogical methodology that has relevance for engaging with critical feminist inquiry and macro practice. Through two case studies, we examine how city walking offers an alternative social work pedagogy to the often sedentary practices of teaching macro practice or structural social work. City walking opens up local histories and silences that are key to spotlighting genealogies of oppression that are significant to community practitioners. Through engaging with Black feminist theorizations, we reflect upon their potential for advancing locally based collaborative pedagogies and present two case studies (Fresno, California and Gothenburg, Sweden) through the lens of autoethnography. The article first outlines Black feminist theorizations and key concepts, as they provide the basis for the method used in the cases discussed. The article then discusses autoethnography as a method and presents two case studies of city walking as a social work pedagogical method. We find that embodied city walking practices engaged with our shared localities and histories of inequality and resilience. City walking enables an important dialogue that is necessary for more critical feminist social work pedagogies that are aligned with social emancipation.

This study follows Mikah, an African American twice exceptional (2E-gifted and attention deficit hyperactivity disorder [ADHD]) kindergarten boy, in a U.S. classroom over the course of an academic semester, considering the research questions: How did Mikah (a pseudonym), age 5, experience microaggression in kindergarten? How were the microaggressions structured by the school/classroom and between home and school? A case study using ethnographic methods and critical discourse analysis methods was used. Data sources were collected and analyzed, including participant observation in the kindergarten classroom; interviews with teachers, children, parents, the coach, principal, and superintendent; children's work samples; and classroom, school, and district media. The research findings showed how, across the year, Mikah switched his position from a victim of microaggressions by White people to the perpetrator of microaggressions toward Black peers and how Mikah's White classroom teacher placed both Mikah and his father in perpetual need of disciplining because neither can completely avoid the "need" for her guidance on school-based normativity. The research indicated that racial microaggressions could spread and intensify when White teachers are not trained and committed to inclusive anti-racist approaches in the classroom, and to listening to Black children's strengths and their parents' wisdom.

Although they constitute twenty percent of Israel's citizens, Arabs have no significant opportunity to study their own language in Israel's academic institutions. Academic courses are conducted in Hebrew, the official language of the country. This has implications for the Arab students' academic achievement as well as for their sense of belonging on Israeli campuses. In the framework of a graduate program on exclusion, the Academic College of Education has recently introduced two courses in Arabic--a revolutionary experiment in the Israeli academic world. Based on interviews with twenty Arab students who participated in these courses, the research presented here demonstrates how these courses not only enhance the students' self-expression, participation, and self-confidence in the classroom; they also send a message to the Arab students that the college sees them and acknowledges their identity. The study has implications for the growing multi-cultural reality of academic institutions elsewhere in the world.

This article explores the possibility of cultivating a just "habitus" through intercultural wisdom of women in religious education. Drawing insights from different cultural and feminist perspectives, it highlights the transformative power of the intercultural wisdom of women. Black womanist voices emphasise creating safe spaces for communal lamentation and mutual support. White feminist perspectives stress the importance of confronting privilege and actively engaging in solidarity with women of colour. Asian feminist viewpoints underscore the interconnectedness and interdependence among culturally different people. These perspectives intersect to form a vibrant tapestry of intercultural wisdom of women, offering valuable lessons for religious education. The intercultural wisdom of women can help religious education become a transformative space for people to cultivate a just "habitus."

Conflict is an inescapable reality in contemporary life, and higher education (HE) is not immune. From armed conflicts to campus protests, university educators increasingly navigate volatile environments where teaching is intertwined with global struggles. Educators may face violence, displacement, or the effects of heightened militarization and censorship on campuses. As student movements advocating for peace and justice intensify, universities globally are witnessing growing tensions between academic freedom and state responses to perceived "controversial" issues, such as coloniality, human rights, and gender equity. Integrating insights from peace education (PE) and education in emergencies (EiE), the paper critically examines the role of HE in peacebuilding and/or conflict exacerbation. It raises four questions for university educators to reflect on as they teach about conflict and peace, exploring the essential role of HE in questioning and disrupting (or not) the essence of conflict and its relationships to violence, sustainability, and peacebuilding.

Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language bilingual programs in the United States--which have the goal of simultaneously supporting content and language learning--it is important to understand the linguistic complexity of word problems and their translations. Therefore, we adopted a sociolinguistic perspective to recognize the inextricable relationship between language and mathematics and conducted a linguistic content analysis of Grades 1 and 4 addition/subtraction word problems in a widely used U.S. elementary curriculum. We analyzed the ways in which word problems were linguistically complex and how complexity differed between English, French, and Spanish translations. We found that word problems were complex due to vocabulary inconsistencies, assumed cultural knowledge, verb tenses, and errors. The French and Spanish translations also had more errors and inconsistencies than the English source text. Findings have implications for curriculum and assessment developers related to multilingual editing and linguistic and contextual consistency, as well as for teachers to support students' engagement with language and mathematics.