Conference Agenda

The objective of this study is to investigate the relationship between cultural identity and intercultural communication within diaspora communities situated in diverse societies. Diaspora populations, frequently characterized by their transnational ties and multifaceted identities, navigate the complexities of maintaining their cultural heritage while simultaneously integrating into host societies. This dynamic interplay fosters unique communication patterns, where individuals negotiate their identities in response to sociocultural contexts. The paper examines how diaspora communities utilize various modes of communication—verbal, non-verbal, and digital—to articulate their cultural identities and to engage with both their own cultural groups and the broader society. The analysis underscores the pivotal function of education in native languages as a conduit for cultural articulation and identity development. Through an examination of Karaites and Tatar communities in Vilnius, the study illuminates the challenges and opportunities confronting these groups in their pursuit of fostering intercultural dialogue. It also addresses issues of marginalization, assimilation, and resistance, demonstrating how cultural identity is preserved and transformed through intercultural exchanges. This research contributes to our understanding of how effective language education can empower diaspora communities in their intercultural communications, fostering a sense of cultural identity while navigating diverse societal contexts. 

The integration of Bring Your Own Device (BYOD) policies in educational settings presents a compelling opportunity to enhance intercultural communication in teaching and learning environments. This study examines how BYOD, grounded in social constructivist and connectivist theoretical frameworks, can facilitate meaningful cross-cultural interactions and understanding among diverse student populations.

Building on social constructivist theories that emphasize collaborative learning and connectivist principles of networked knowledge creation, our approach investigates how personal digital devices serve as bridges for intercultural dialogue. It explores how BYOD creates an inclusive digital ecosystem where students from different cultural backgrounds can engage in meaningful exchange while maintaining their cultural identity through familiar technological interfaces.

BYOD implementation significantly enhances intercultural communication through three primary mechanisms: (1) reducing technological barriers by allowing students to use familiar devices, (2) creating multiple channels for expression that accommodate different cultural communication styles, and (3) fostering a collaborative digital environment where cultural exchange occurs naturally through project-based learning.

In this regard, it can have important implications for educational institutions seeking to create more inclusive learning environments, with attention to cultural differences, and robust platforms for cross-cultural dialogue and understanding.

Many education researchers today recognize that the learning process must integrate emotional, social, and cognitive aspects. According to the Self-Determination Theory (Deci & Ryan, 2000), in order to create a foundation for learning driven by intrinsic motivation, curiosity, and interest, three fundamental psychological needs must be met:

1. A sense of competence-efficacy – feeling capable and able to succeed.

2. Autonomy – feeling self-directed and independent rather than constantly requiring guidance.

3. A sense of belonging and connection – feeling that what one learns or does has value for others and that one is an integral part of social circles.

Learners need to experience mental well-being and emotional availability in order to engage effectively in learning. The heutagogical approach to teaching and learning (Glassner & Back, 2020) promotes self-directed learning by enabling learners to choose their learning topics, methods, and resources. In our case, this approach is integrated into an immersive learning environment—a mode of learning in which the learner experiences deep mental engagement, blurring awareness of the physical world through technology, narrative, and challenge (Beck & O’Shea, 2023). We implement this approach in 3D virtual worlds, known as Eureka Worlds, which serve as the foundation for instruction. Their primary purpose is to optimally address the three-core emotional-social needs of learners. The goal is to provide learners with a sense of autonomy in choosing most of their content and learning paths, as well as a sense of competence in navigating unfamiliar digital environments.