Promoting Intercultural Competence Among International Kindergarten Teachers in a Glocalization Context: Exploring the Impact of Gather.town-Integrated HyFlex Learning Model on Intercultural Mindfulness and Empathy

Abstract

Abstract Background: With the glocalization context and increased cultural diversity in international kindergartens in China, this mixed-methods study aimed to investigate the efficacy of innovative learning models, particularly the HyFlex learning model and Gather.town platform, in fostering intercultural mindfulness and empathy among international kindergarten teachers. Methods: Employing a pre-test-post-test control group design, 80 participants from four international kindergartens were randomly allocated to experimental (n=40) and control (n=40) groups. Alongside quantitative methods, qualitative data were collected from observational field notes and semi-structured interviews to provide in-depth insights into participants' experiences and intercultural competence development. Results: Quantitative findings revealed that the experimental group consistently exhibited higher levels of intercultural mindfulness and empathy post-intervention compared to the control group. The qualitative analysis further suggested that the experimental group reported increased awareness of biases, enhanced empathy, heightened engagement, and more effective application of intercultural skills. Conclusions: The study contributes to intercultural competence literature by providing empirical evidence supporting the effectiveness of the HyFlex learning model and Gather.town platform in fostering intercultural mindfulness and empathy among international kindergarten teachers in a glocalization context. The findings suggest significant implications for refining teacher education and professional development programs through the integration of innovative learning approaches. However, future research should address the study's limitations, including the small sample size, the exclusive focus on international kindergarten teachers, and the reliance on self-report measures.