This study focused on interculturally juxtaposing different higher education communities’ experiences with digital culture and technologies. The dialogues created among researchers from three different countries – Brazil, Canada, and the UK – contribute to an exchange of reflections and problematizations of what innovative and ubiquitous pedagogical practices are like. For the past few years, especially due to COVID-19, researchers have identified the impact of digital culture on educational practices in different universities, highlighting there is a need to further understand the relationship between the advancements in digital culture and its outcomes for innovative educational practices. The participants in the study helped the research team to consider the possibilities and challenges of digital culture in education by sharing perspectives on: 1) the conception educational communities in universities have about innovation, educational practices and digital culture; and 2) the relationship of instructors, students, and other members of the educational community (e.g.; secretaries, deans, head of departments) toward educational practices that include innovation, and digital culture in their day-to-day practices. Our discussions broadened the notions of innovation, and digital culture in educational practices by inviting professionals from universities from different contexts to reflect on intercultural aspects that shape new dialogues to negotiate tensions among educational practices within digital culture. Keywords
Moura et al. (Mon,) studied this question.