Today, the ever-emerging educational technologies have a massive effect on the teaching-learning processes worldwide. With diverse needs in learning, there is a high demand for a cross-cultural enquiry to establish ways in which different educational needs could be met explicitly. The following cases highlighted the different approaches across the regions while relating them to the cultural and institutional environments that influence the adoption of these technologies. For instance, a simple strategy cannot be applied in all contexts given the wide impact on cultural learning and teaching. From continents such as North America, Asia, Europe, Africa, and Latin America, varying cultural, educational, and institutional cases illustrate that cultural and institutional contexts influence technology adoption strategies and outcomes. For example, in the classroom, the interactive tools, artificial intelligence, and virtual reality models force the educator to adopt a new role as the students require maximal engagement and relevant integration of the tools in teaching and learning. Additionally, the technology that these learners integrate has a massive impact on educator training and assessment methods and strategies. For instance, robots for teaching preprimary learners require training such that they facilitate and are not used in the teaching and learning process. On the other hand, students’ academic and social development outcomes are affected by their integration as more focus is given to the learner in the classroom: educational opportunities can be tailored to fit the needs of the learners to meet the objectives without reducing the teacher-student time. In the global context, cultural education differences have been narrowed to fit the learners’ needs, which leads to separate learner-centered teaching in the region.
Jun Liu (Thu,) studied this question.