At present, tertiary education is practice-oriented and has to react not only to the requirements of professional orientation but also to the broader socio-economic changes shaping today’s globalized world. In the business sphere, culture has become an increasingly important factor influencing communication, collaboration, and decision-making. As a result of ongoing internationalization...

Classrooms across the European Union face persistent challenges in achieving equitable inclusion, with marginalized students encountering systemic barriers such as discrimination, inadequate resources, and social exclusion. Integrating Olympic values into education systems can foster culturally responsive environments where all students thrive. Through a comprehensive literature review, the research identifies key inclusivity challenges in...

Language is not just a system of communication but a carrier of cultural meaning and values. Therefore, ELT textbooks as the main resources of teaching English should reflect sociocultural realities, promoting intercultural understanding and communicative competence. Accordingly, study aims to examine the semiotic relationship between text (as a sign) images...

This paper explores the transition from the concept of Global English to Global Englishes and its implications for interpreting the National English curriculum standards of China. It examines the relationship between China’s national English curriculum standards and the Global Englishes Language Teaching (GELT) framework, with a particular focus on the...

The increasing migration to Europe faces countries with the challenge of successfully integrating the people who have decided to stay. In Germany, the nation with the most immigrants, integration work is carried out by a variety of workers (full-time employees, lateral entrants and volunteers). These semi-professionals lack the relevant experience...

This review article examines the application of autoethnography as a research method and pedagogical tool within cross-cultural education studies. It argues that autoethnography’s unique epistemological grounding in personal experience, systematic reflexivity, and relational ethics provides a powerful means to investigate the complex and often unspoken affective dimensions of teaching and learning in...

This study examined how translanguaging empowered Indigenous languages and cultural identities in Nigerian primary schools, addressing the research gap concerning the limited understanding of translanguaging as a classroom support mechanism for Indigenous language maintenance. The specific objectives of the study were to examine how translanguaging strategies were implemented, to assess...