Universal Journal of Educational Research

ABSTRACT

Cultural differences are an important determining factor in the way learners engage with digital education platforms designed in a way that requires a lot of contextual knowledge, for example, in Nano-learning. The research applies Hofstede's cultural dimension theory to analyze the impact of individualism and collectivism, power distance, and uncertainty avoidance on the learning styles in China and in two selected European countries: Germany and the Netherlands. Instead of using empirical data collection methods, the investigation relies on the comparative literature review approach, drawing upon the existing scholarly research to highlight prominent cultural features that impact on educational norms and expectations. The findings imply that Chinese students, who are generally nurtured by collective cultural values and have a high tolerance for hierarchical structures, prefer a learning environment that is characterized by guidance, structure, teamwork, and high interaction with the teacher. However, learners from Germany and the Netherlands probably due to individualism and low power distance, show a tendency for independent, open, and self-motivational forms of learning, where they can choose and manage the pace. These orientations have serious design implications for learning systems based on a small size. The research illustrates the necessity of multicultural design. It highlights that such platforms should be in sync with the cultural anticipations of target learners if they are to provide motivation, relevance, and efficiency in learning that is diverse.