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Purpose – This narrative inquiry explores one teacher educator's curriculum making process (Connelly & Clandinin, 1992) to elicit teacher candidates' emotional and analytic engagement with multicultural education.

Approach – Three semesters of fieldnotes, from one teacher educator's planning and execution of a blended learning format multicultural teacher education course, with face-to-face classes and asynchronous instruction through technology, document her struggles to create a blended learning curriculum model that explicitly addresses ways to impact teacher candidates' dispositions toward multicultural issues.

Findings – The inquiry raises hopeful questions about the possibilities of using stories and technology in a multicultural teacher education blended learning delivery setting. Additionally, the inquiry highlights fruitful tensions involved in making space for the stories of teacher candidates from both nondominant and dominant culture to become part of the curriculum of the class.

Research implications – Narrative inquiry's application as an empirical research method in the field of multicultural education is demonstrated. Highlighted particularly is the capacity in narrative inquiry methods to document places of tension and inclusion in multicultural teacher education.

Value – Awareness of the potential of storied ways of approaching diversity and the benefits of negotiating the tensions involved are of value to teacher educators exploring curriculum making in a blended learning format. Blended learning is reconceptualized beyond the blending of face-to-face and technologically mediated class sessions to include a notion of blending planned and lived curriculum and public and private learning opportunities.

The aim of this paper is to explore qualitatively and holistically the experience of international students in the context of Portuguese higher education. This paper interrogates the potential that an experience abroad provides for multicultural learning and for enhancing interaction between students with different cultural backgrounds.

To provide depth to the understanding of their experiences abroad, the narratives of 12 international students in Portugal were constructed and analysed interpretatively. The findings presented in this paper result from a solid set of data based on 41 interviews with an average duration of two hours each.

Regarding students’ levels of multicultural contact, the findings presented in this paper are not consistent with previous research literature which indicates a tendency for segregation among international and local students. Aside from one exception, all the interviewed students were rather comfortable to interact with their local peers and even established meaningful friendships with them. Concerning students’ learning throughout the sojourn, the findings indicate that the experience of living in a different country provides numerous opportunities for multicultural learning.

Even though the findings suggest that multicultural learning is part of international students’ lives, it is beyond the scope of this paper to identify institutional strategies to further support students’ learning.

The study adds to knowledge production in the field of multicultural education by bringing data from Portugal, a country seldom approached in the research literature.

Based on the aforementioned data, the risk index (RI) identifies the percentage of all students of a given racial/ethnic group in a given disability category. The RI is calculated by dividing the number of students in a given racial/ethnic group served in a given disability category (e.g. LD) by the total enrollment for that racial/ethnic group in the school population. The 1998 OCR data revealed risk indices for all racial/ethnic groups that were higher for LD than those found for MR. The NRC (2002) report stated that, “Asian/Pacific Islander have placement rates of 2.23%. Rates for all other racial/ethnic groups exceed 6%, and for American Indian/Alaskan Natives, the rate reached 7.45%” (p. 47). The second index, odds ratio, provides a comparative index of risk and is calculated by dividing the risk index on one racial/ethnic group by the risk index of another racial/ethnic group. In the OCR and OSEP databases, the odds ratios are reported relative to White students. If the risk index is identical for a particular minority group and White students, the odds ratio will equal 1.0. Odds ratios greater than 1.0 indicate that minority group students are at a greater risk of identification, while odds ratios of less than 1.0 indicate that they are less at risk. Using the 1998 OCR placement rates, the LD odds ratio for American Indian/Alaskan Natives is 1.24, showing that they have a 24% greater likelihood of being assigned to the LD category than White students. Odds ratios for Asian/Pacific Islander are low (0.37). For both Black and Hispanic students, the odds ratios are close to 1.0. The third index, composition index (CI), shows the proportion of all children served under a given disability category who are members of a given racial/ethnic group and is calculated by dividing the number of students of a given racial or ethnic group enrolled in a particular disability category. Two underlying assumptions of the CI are that the sum of composition indices for the five racial/ethnic groups will total 100%, and baseline enrollment of a given racial/ethnic group is not controlled. More specifically, the CI may be calculated using the percent of 6- through 21-year old population with the racial/ethnic composition of IDEA and U.S. census population statistics. For example, if 64% of the U.S. population is White, 15% is Black, 16% is Hispanic, 4% is Asian, and 1% is American Indian these data not interpretable without knowing the percentage of the racial/ethnic composition with IDEA. Hypothetically, IDEA data may show that of the 6–21 year olds served under IDEA, 63% are White, 20% are Black, 14% are Hispanic, 2% are Asian, and 1% is American Indian. To calculate disproportionality, a benchmark (e.g. 10%) against which to measure the difference between these percentages must be used. If the difference between the two percentages and the difference represented as a proportion of the group’s percent of population exceeds +10, then the racial/ethnic group is overrepresented. Conversely, if the difference between the two percentages and the difference represented as a proportion of the group’s percent of the population is larger than −10, then, the racial/ethnic group is underrepresented.

US community colleges are based on an open‐door mission and serve to provide access to students of diverse backgrounds. Online learning is one of the fastest growing segments of community college offerings – serving both local and geographical dispersed students. If the community college system embraces its open‐door mission, it must embrace new ways of providing multicultural experiences within online classes. The purpose of this paper is to understand if multiculturalism plays a significant role for students in the traditional face‐to‐face college classroom – what role, if any, does it play for student learning in online classrooms? Literature on multicultural education, distance learning, and social psychology are explored within the context of community colleges.

Using a one‐group pretest‐posttest design, a multicultural awareness survey was administered twice over the course of an academic quarter to determine if online faculty that teach with multicultural perspectives effected any substantive change in student awareness with multiculturalism.

The results indicate statistically significant shifts in how societal issues of multiculturalism are perceived by the student. However, the null hypothesis could not be rejected in how students perceived any changes to their own cultural self‐knowledge.

This paper shares how online content might effect change in online students' experiences with multiculturalism. Thus, faculty can use these results to determine how to develop curriculum to meet multicultural course objectives.

Little research has been conducted analyzing connections between online learning and measurable student multicultural learning gains.

The purpose of this paper is to explore the moderating role of social media usage in the relationship among multicultural experiences, cultural intelligence, and creativity.

This study conducted a questionnaire survey in three public universities in China and obtained 310 useful responses from international students.

The authors categorized social media usage into informational and socializing usage. Findings show that socializing social media usage strengthens the relationship between multicultural experiences and cultural intelligence, whereas informational social media usage does not strengthen such relationship.

The findings suggest that practitioners, such as managers or university administrators, should focus on well-designed multicultural activities in the development of individual creativity. They should also acknowledge the enabling role of cultural intelligence in developing individual creativity and realize that social media usage should be differentiated from the outcomes of its usage.

This study contributes to the knowledge on the moderating role of social media usage in the relationship between multicultural experiences and creativity based on experiential learning theory. The study presents the relationship among multicultural experiences, cultural intelligence, and creativity. Moreover, by investigating the moderating roles of informational and socializing social media usage, the authors presented that an IT contingent view of multicultural experiences is helpful in understanding the relationship between multicultural experiences and cultural intelligence.

This paper aims to analyze the skills and attitudes development of multicultural teams. In todays’ environment, business interconnectivity and multicultural societies are becoming the normal way of living. Although students are increasingly facing multicultural learning environments, their awareness and willingness or harmonious and productive learning in these environments need to be prepared for in a systematic manner. Therefore, it is necessary that the students are conscious of their commonalities and differences with other students to gain cultural competence. Students’ progress in developing their cultural intelligence is determined by co-operative social skills and the amount of interactions in a multicultural environment.

The research was conducted using a quantitative methodology. The questionnaire development roots in a students’ self-assessment scheme proposed by Armstrong (Wharton School, University of Pennsylvania) covering the progress made during the participation in an intercultural project.

The research findings relate to attitudes toward developing and sharing knowledge, stress, learning and task orientation, intercultural communication and cultural awareness skills related to the impacts of culture on the different ways of learning when working in multicultural teams. The study confirmed that knowledge gains and competence progress are higher in international teams compared to national teams.

To provide for better differentiation as to the student profile, e.g., nationality, cultural categories, a larger sample size is suggested.

The study might be seen as a road map for universities and international companies alike for imparting cognitive, affective and behavioral competencies.

This study complements previous studies investigating the phenomenon of stress with multi-cultural complexity in more long-term durations. It implies stress factors to appear also in short-term multi-cultural exposures.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.

Analysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.

Through the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.

The data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.

It is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.

Continual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.

The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the “Global Studies” curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds.

Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as “cultures of understanding”.

The outcomes of the analysis suggest that the negation‐oriented web‐supported five‐level learning suite “Surfing Global Change” (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the “Global Studies” curriculum as well as in other similar international curricula.

Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders.

Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web‐based discussion, for which this paper provides examples. Discourse‐oriented features and amendments for curricula of “Global Studies” are presented.

Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper.

By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi‐stakeholder issues such as globalisation.