Cultural and ethical implications of integrating advanced technologies in learning: Compromising inclusivity, identity, digital equity, and community engagement ; Implicaciones culturales y éticas de la integración de tecnologías avanzadas en el aprendizaje: Abarcando inclusividad, identidad, equidad digital y participación comunitaria
PORTA LINGUARUM, cilt.7, sa.8, ss.1-25, 2025 (AHCI, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 7 Sayı: 8
- Basım Tarihi: 2025
- Dergi Adı: PORTA LINGUARUM
- Derginin Tarandığı İndeksler: Scopus, Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), MLA - Modern Language Association Database, DIALNET
- Sayfa Sayıları: ss.1-25
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Ankara Hacı Bayram Veli Üniversitesi Adresli: Evet
Özet
This study investigates the cultural and ethical implications of integrating advanced technologies into language learning environments, focusing on the interplay of inclusivity, identity, digital equity, and community engagement. Data were collected from 401
Chinese EFL students using a comprehensive questionnaire comprising four established scales
translated into Chinese to ensure clarity and accuracy. Rigorous translation validation and ethical protocols were employed to maintain the integrity of the study. Statistical analyses using
SPSS (version 27) and AMOS (version 24) revealed significant positive correlations among
cultural identity, digital equity, cultural responsiveness, and collaborative learning outcomes.
Findings indicate that digital equity is the strongest predictor of collaborative learning, highlighting the critical role of technological access in fostering equitable participation. Cultural
responsiveness emerged as a key enhancer of group interactions, while cultural identity was
linked to improved group cohesion. Collectively, these variables explained a substantial proportion of the variance in collaborative learning outcomes (adjusted R² > 0.50). However,
smaller proportions of variance (adjusted R² < 0.30) suggest the influence of additional factors
such as individual motivation and teacher support. The results underscore the multifaceted
dynamics between cultural and technological dimensions, offering actionable insights for educators and policymakers to design inclusive and effective technology-enhanced language
learning environments that promote equity, cultural identity, and collaborative engagement.
Keywords: technology-based learning environment, technology integration, identity, digital
equity, collaborative learning