Beschreibung:
<jats:sec><jats:title content-type="abstract-heading">Purpose</jats:title><jats:p>The purpose of this paper is to first define the “jet principle” of (e‐)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the “Global Studies” curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Design/methodology/approach</jats:title><jats:p>Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as “cultures of understanding”.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Findings</jats:title><jats:p>The outcomes of the analysis suggest that the negation‐oriented web‐supported five‐level learning suite “Surfing Global Change” (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the “Global Studies” curriculum as well as in other similar international curricula.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Research limitations/implications</jats:title><jats:p>Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Practical implications</jats:title><jats:p>Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web‐based discussion, for which this paper provides examples. Discourse‐oriented features and amendments for curricula of “Global Studies” are presented.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Social implications</jats:title><jats:p>Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-heading">Originality/value</jats:title><jats:p>By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360° view of the institutional landscape and interest patterns in complex multi‐stakeholder issues such as globalisation.</jats:p></jats:sec>