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| Auteurs principaux: | , , |
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| Format: | Preprint |
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2026
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| Accès en ligne: | https://arxiv.org/abs/2603.00128 |
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| _version_ | 1866914358591750144 |
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| author | Mandala, Ariadni Gazis, Alexandros Vavouras, Theodoros |
| author_facet | Mandala, Ariadni Gazis, Alexandros Vavouras, Theodoros |
| contents | In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses (MOOCs), machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2603_00128 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region Mandala, Ariadni Gazis, Alexandros Vavouras, Theodoros Computers and Society Human-Computer Interaction K.6.3; C.5.2; C.5.3; C.5.5; C.5.m; C.5.0 In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses (MOOCs), machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas. |
| title | Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region |
| topic | Computers and Society Human-Computer Interaction K.6.3; C.5.2; C.5.3; C.5.5; C.5.m; C.5.0 |
| url | https://arxiv.org/abs/2603.00128 |