Date of Submission
Doctor of Philosophy in International Conflict Management (Ph.D. INCM)
Joseph Bock, Ph.D.
Tavishi Bhasin, Ph.D.
Cynthia Alby, Ph.D.
This dissertation explores how teachers are addressing intercultural digital literacy in polarized post-conflict societies by utilizing comparative case studies of secondary schools in Northern Ireland and in Georgia, US. The research focuses specifically on the approach to and emphasis on intercultural digital literacy curricula by comparing the experiences of educators through a mixed-methods analysis of survey responses. Social identity theory is used as a theoretical underpinning to frame this study.
This work helps us understand the agency of educators in shaping students into culturally competent citizens within difficult environs of polarization and post-conflict societies. Findings confirm the hypotheses that educators who rank themselves as being culturally competent emphasize, or prioritize, intercultural digital literacy skills more so than their colleagues who are not as culturally competent. Higher levels of cultural and social awareness equate to more focus on intercultural digital literacy skills in the classroom. Data suggests that educators at racially diverse schools emphasize functional skills of digital literacy and incorporate additional methods and curricula on intercultural digital literacy.
This research provides practical application by contributing to the enhancement of the capacity of educators by offering a compendium of resources on intercultural digital literacy generated by survey respondents and feedback on professional development and resources, as well as approaches to incorporating curricula in classrooms.
Available for download on Tuesday, June 30, 2026