Cross-Cultural study

This review article consists of two studies about well-being and positive and negative emotions in two different cultures of Iran and Sweden as markers of collectivistic and individualistic cultures, respectively. Study 1 compared Iranian and Swedish undergraduate students with new measurements of well-being distinguishing between cognitive and emotional components (Diener et al., 2010). Whereas there was no difference between the two cultures in cognitive component of well-being, there were significant differences between the two cultures in emotional components. Iranian students reported more negative emotions while Swedish students reported more positive emotions. Furthermore, whereas, in Iranian population, negative emotions more strongly predicted their well-being, positive emotions more strongly predicted well-being in the Swedish population. In Study 2, the same measurements of well-being and positive and negative emotions were used among Iranian and Swedish infertile women who were in an unpleasant situation and experience a significant amount of stress and negative emotions. The results of this study also showed no difference between the two cultures with respect to cognitive component of well-being. There were again cultural differences in emotional component. Infertile Swedish women reported higher levels of positive and negative emotions than infertile Iranian women. In both infertile populations, the most predictive affect with regard to flourishing was the balance affect. It was concluded that, under a stressful and unpleasant situation like infertility compared to a normal situation (such as university student populations), the same pattern of distinction between cognitive and emotional components of well-being can be still observable. However, negative emotions can act differently at cultural level: they become more noticeable in the Swedish population than in the Iranian population. The results are discussed with respect to individualistic-collectivistic dimension. <br /> 

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.