The Intercultural Dimension of Comparative Higher Education and Blended Learning: A Literature Review
DOI:
https://doi.org/10.15359/ree.29-2.19491Keywords:
comparative education, study abroad, higher education, blended learning, intercultural education, SDG 4, quality educationAbstract
Introduction. Student training modalities are particularly useful depending on the educational level at which they are implemented. In higher education, blended learning has gained prominence due to institutional measures adopted in response to the COVID-19 pandemic. Unlike the entirely virtual modality of teacher training, blended learning restores the affective value of physical human contact made possible through face-to-face interaction. Aim. To conduct a literature review on interculturality in comparative higher education and blended learning. Analysis. This study examined 23 articles indexed in REDALYC and EBSCO-Discovery, published between 2018 and 2023. The inclusion and exclusion criteria were: geographic location, arguments advanced in the results sections of these articles, research contexts, topics, descriptions, publication types, language, keywords, and open access sources. Results. An analysis of the most relevant aspects of the reviewed documents is presented, along with a literature review matrix in Table 2. Conclusions. Patterns identified in these documents are presented. In this regard, educators must be involved in implementing the necessary reforms to integrate or include blended learning.
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