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This study provides a meta-review of global virtual team (GVT)–related reviews, creating a resource that highlights dominant themes, research trends and shifts in topics over time culminating in a summary of opportunities for future research. By analyzing and grouping the evidence presented in previous research, this meta-review provides key insights toward future research and managerial implications.

This meta-review identifies 35 existing GVT-related reviews across 32 publication outlets, providing a longitudinal and cross-disciplinary view of GVT research to date.

Results of the analysis reveal over time that there has been a largely adopted reconceptualization of the GVT paradigm toward a continuum of virtuality. There has been a shift in the view of the cross-cultural and global components of GVTs toward a recognition that a greater variance of dimensionality exists. Additionally, popular themes across the literature emerge, notably, virtuality, concepts of culture, trust, leadership and communication technology.

As a multidisciplinary GVT-focused meta-review, this study complements previous efforts by taking a tour across this wide topic and is dedicated to those who are researching, teaching, working and managing GVT-related strategies. The reviews selected represent work published across multiple literature streams, providing a comprehensive and forward thinking perspective.

The purpose of this study is to examine relevant demographic and socio-economic factors as they relate to progress towards intercultural communicative competence (ICC) and intercultural sensitivity for ethnic-minority Latinx middle school English learners (ELs) using a mobile-assisted funds-of-knowledge-featured writing practice.

Through the theoretical lens of funds of knowledge, this three-year study implemented a survey-based quasi-experimental design centered on the Latinx ELs’ ICC development with the implementation of an intercultural sensitivity questionnaire (Chen and Starosta, 2000). The authors first investigated the relationship between ELs’ intercultural sensitivity and associated demographic and socio-economic factors. The authors then examined the changes of ELs’ intercultural sensitivity. Over ten weeks, the intervention group completed five funds-of-knowledge-featured narrative essays using pen and paper and mobile-based writing tools alternatively.

Findings indicated that ELs’ intercultural sensitivity increased as they advanced to a higher-level grade from sixth to eighth. The embedded mobile-assisted funds-of-knowledge writing practice as intervention promoted ELs’ intercultural sensitivity in interaction engagement, respect of cultural differences, interaction enjoyment and interaction attentiveness. Among the variables, interaction enjoyment was portrayed the most. ELs who reported not speaking English at home were statistically significant in this experiment.

This study acknowledges the robust and variance of funds of knowledge as a niche to address the interculturality and hybridity of ELs’ cultural practices accumulated through Latinx ELs’ family socialization and social development using mobile-assisted writing practice. This study could provide implications for optimizing inclusive experience to promote computer-assisted language learning in a contemporary, postcolonial global world.

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

This study aims to examine the relationship between knowledge management and career development in an era characterized by high levels of youth unemployment and a demand for specialized skills. Despite the increasing transition to a knowledge-based economy, there is a significant gap between young people’s skills and career readiness, necessitating an in-depth analysis of the role of knowledge management at the individual, organizational and national levels.

The authors conducted a qualitative study using the theory-context-characteristics-methodology approach based on a systematic literature review. The authors created an ecological framework for reflecting on knowledge management and career development, arguing for a multidisciplinary approach that invites collaboration across sectors to generate innovative and reliable solutions.

This study presents a comprehensive review of the existing literature and trends, noting the need for more focus on the interplay between knowledge management and career development. It emphasizes the need for businesses to promote the acquisition, storage, diffusion and application of knowledge and its circulation and exchange to create international business human capital.

The findings may help multinational corporations develop managerial training programs and recruitment strategies, given the demand for advanced knowledge-based skills in the modern workspace. The study also discusses the influences of education, experience and job skills on business managers’ performance, guiding the future recruitment of talents.

To the best of the authors’ knowledge, this review is among the first to assess the triadic relationship between knowledge management, career development and the global unemployment crisis. The proposed multidisciplinary approach seeks to break down existing silos, thus fostering a more comprehensive understanding of how to address these ongoing global concerns.

This paper aims to provide a literature review on the cloud-based platforms for the education sectors. The several aspects of cloud computing adoption in education, remote/distance learning and the application of cloud-based design and manufacturing (CBDM) have been studied and theorised.

A four-step methodology was adopted to analyse and categorise the papers obtained through various search engines. Out of 429 research articles, 72 papers were shortlisted for the detailed analysis.

Many factors that influence cloud computing technology adoption in the education sector have been identified in this paper. The research findings on several research items have been tabulated and discussed. Based on the theoretical research done on cloud computing for education, cloud computing for remote/distance learning and CBDM, cloud computing could enhance the educational systems in mainly developing countries and improve the scope for remote/distance learning.

This study is limited to papers published only in the past decade from 2011 to 2020. Besides, this review was unable to include journal articles published in different languages. Nevertheless, for the effective teaching and learning process, this paper could help understand the importance and improve the process of adopting cloud computing concepts in educational universities and platforms.

This study is a novel one as a research review constituting cloud computing applications in education and extended for remote/distance learning and CBDM, which have not been studied in the existing knowledge base.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.