Author Information
Karen K. Fujii, Niels Brock Copenhagen Business College, DenmarkNatalie Perez, University of Hawaii, United States
Abstract
International learning environments are a defining feature of contemporary higher education and require instructional approaches that intentionally address cultural diversity to support student success (Leask, 2015). This study examines the implementation of the Fujii and Perez (2025) CARE² model, a culturally responsive pedagogical framework, in undergraduate marketing courses at a higher education institution in Denmark. The study draws on multiple data sources, including learner surveys on CARE² model perceptions, self-reported technology capability measures collected pre-post, knowledge-based assessments, and final exam performance. The findings indicate strong learner perceptions of the CARE² model (M = 4.07/5, SD = 0.60), with Instructor Support and Meaningful Content rated highest, and Cultural Relevance and Timely Feedback comparatively lower. Significant improvements were observed in 8 of 12 technology skill areas, particularly in submitting online assessments, creating presentations, and using presentation tools (p < .05 to p < .001), alongside a substantial reduction in technology-related anxiety. Academic performance averaged 55.7% (SD = 12.0), with a 67.6% pass rate. Pre-intervention technology skills were not associated with academic performance. Overall, findings indicate that the CARE² model is associated with positive learner perceptions, meaningful growth in self-reported technological capabilities, and improved confidence in navigating digital learning environments, supported by multiple forms of assessment data.
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