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20 articles
ArticleOpen AccessPublished: 22 June 2026

Understanding the Turnover Intentions among African Chinese Language Pre-Service Teachers Trained in China: Professional Factors (Un) fulfilled Basic Needs

Roland Naguydem Mabiala

Cross-Cultural Education Studies · 104-123 · 10.63385/cces.v2i1.101200

For decades, numerous studies have widely examined teacher turnover intention by identifying the leading professional factors. Yet, comparatively less attention has been paid to examining how these factors contribute to (un)fulfilling basic needs, which lead to pre-service language teachers' turnover intentions. To fill this gap

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ReviewOpen AccessPublished: 20 June 2026

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

Seung-Hyuk Kwon

Cross-Cultural Education Studies · 91–103 · 10.63385/cces.v2i1.101080

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 stat

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ArticleOpen AccessPublished: 17 June 2026

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

Nataliia Tokareva, Maryna Tsehelska

Cross-Cultural Education Studies · 74–90 · 10.63385/cces.v2i1.100721

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 prim

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ArticleOpen AccessPublished: 15 June 2026

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

Nelson Eduardo Corea

Cross-Cultural Education Studies · 55–73 · 10.63385/cces.v2i1.101089

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

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ArticleOpen AccessPublished: 21 May 2026

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

Catherine Zeisner

Cross-Cultural Education Studies · 34–54 · 10.63385/cces.v2i1.523

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, Za

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ArticleOpen AccessPublished: 30 January 2026

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

Rabha W. Ibrahim

Cross-Cultural Education Studies · 19–33 · 10.63385/cces.v2i1.440

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 Coop

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ArticleOpen AccessPublished: 22 January 2026

Encoding Culture, Embodying Identity: A Study of Somatic Proverbs

Aida R. Nurutdinova

Cross-Cultural Education Studies · 1–18 · 10.63385/cces.v2i1.160

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 coup

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ArticleOpen AccessPublished: 29 December 2025

Study on the Influence of a Digital-Intelligent Language Partner Model on Chinese Culture Acquisition among International Students

Boyan Cai

Cross-Cultural Education Studies · 110–132 · 10.63385/cces.v1i2.382

The global wave of digitalization and smart technology is changing how culture is shared. This study looks at how using a digital language companion, “AI Chinese”, affects the learning of Chinese culture by international students in Guangzhou. It is hard to measure short-term results in culture teaching. The study observed 30 st

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ArticleOpen AccessPublished: 10 December 2025

Empowering Indigenous Languages and Cultural Identities through Translanguaging in Nigerian Primary Schools

Olusegun Oladele Jegede, Patricia O. Arubuola

Cross-Cultural Education Studies · 91–109 · 10.63385/cces.v1i2.211

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

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ReviewOpen AccessPublished: 5 December 2025

Autoethnography as a Research Method in Cross-Cultural Education Studies

Xiaoming Tian, Zeyu Zhang, Lihua Xu

Cross-Cultural Education Studies · 76–90 · 10.63385/cces.v1i2.380

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 co

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