About the Journal

ISSN: 3093-8244

Cross-Cultural Education Studies promotes a deeper understanding of educational practices, policies, and theories across diverse cultural contexts. The journal aims to serve as a platform for researchers, educators, and policymakers to exchange ideas, share findings, and engage in critical discussions about the impact of culture on education. We are committed to advancing cross-cultural perspectives that enhance educational equity, quality, and inclusivity on a global scale. View full aims and scope

Frequency: Biannual (June and December)

Current Issue

Vol. 2 No. 1 (2026): In Progress

Article Article ID: 100750 1–18

Encoding Culture, Embodying Identity: A Study of Somatic Proverbs

by Aida R. Nurutdinova

217 (Abstract) 197 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.160

Abstract:This article presents a cross-cultural investigation into somatic paroemias (proverbs and idioms structured by bodily imagery) positioning them as fundamental linguistic expressions that encapsulate a culture’s embodied memory and actively shape conceptions of national identity. By integrating an analytical methodology that couples corpus linguistics with conceptual metaphor theory, the study deli... More >>

Article Article ID: 100998 19–33

Globalization and Education Systems: A Case Study of Japanese-Style School in Iraq

by Rabha W. Ibrahim

263 (Abstract) 153 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.440

Abstract:Globalization has increasingly shaped national education systems through the transfer of international educational models. In Iraq, educational reform is critical for improving school quality in a post-conflict context. One notable initiative is the introduction of Japanese-style schools supported by the Japan International Cooperation Agency (JICA), emphasizing discipline, responsibility, and hol... More >>

Article Article ID: 101076 34–54

Social-Emotional Learning in Rural Zambia: A Qualitative Study of Educator Perspectives in the Zambezi District

by Catherine Zeisner

224 (Abstract) 198 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.523

Abstract:Social-emotional learning (SEL) and psychosocial support (PSS) are increasingly recognized as foundational to holistic student development, yet research from rural sub-Saharan African contexts remains critically underrepresented in the global literature. This qualitative case study investigated how PK–12 educators in Zambezi, Zambia, understood, practiced, and experienced SEL and PSS. Data were co... More >>

Article Article ID: 101089 55–73

Benefits and Challenges of Authentic Teaching Materials: Teachers’ and Students’ Views

by Nelson Eduardo Corea

321 (Abstract) 142 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.101089

Abstract:The use of authentic teaching materials in English as a Foreign Language instruction has gained increasing attention for its potential to enhance meaningful language learning. However, its implementation faces multiple challenges across educational contexts. This mixed-methods study examines the challenges, limitations, benefits, and perceptions regarding authentic versus non-authentic teaching ma... More >>

Article Article ID: 100721 74–90

Integrating Bilingual Literacy through Thematic Instruction at Ukrainian-English Bilingual School

by Nataliia Tokareva, Maryna Tsehelska

412 (Abstract) 139 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.100721

Abstract:This article investigates the integration of bilingual literacy through thematic instruction at a specialized bilingual primary school in Ukraine. The study addresses the pedagogical challenges inherent in "artificial bilingualism," where learners navigate a complex triad: Russian as the home language (L1), Ukrainian as the primary language of instruction (L2), and English as a foreign language (L... More >>

Review Article ID: 101080 91–103

Neuromyths, Teacher Literacy, and Classroom Neuroscience: A Cross-Cultural Comparative Review of Western and East Asian Research

by Seung-Hyuk Kwon

214 (Abstract) 136 (Download) PDF

June 2026, DOI: 10.63385/cces.v2i1.101080

Abstract:The purpose of this study was to comparatively examine how educational neuroscience and brain-based education literature have developed in Western contexts (Europe and the United States) and East Asian contexts (China, Hong Kong, Korea, and Japan). This study employed a comparative narrative review guided by the PRISMA 2020 statement and PRISMA-S. Literature searches conducted up to February 21, 2... More >>

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Cross-Cultural Education Studies