Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region

2026-02-23

AI Summary

This study addresses the challenges and pedagogical needs of remote multilingual education in multicultural border regions, focusing on five language teachers in the Evros region of Greece. Through semi-structured interviews, it explores their perspectives on the use of digital tools—such as MOOCs, machine translation, and adaptive learning platforms—in multilingual instruction. While participants acknowledged the supportive potential of digital technologies, they consistently highlighted limitations in personalized feedback, interactivity, and cultural contextualization. The paper underscores the critical importance of culturally responsive content and localized digital resources, advocating for enhanced teacher training in digital literacy and the development of region-specific multilingual educational materials. These findings offer practical pathways and policy implications for improving remote multilingual education in borderland contexts.

Technology Category

• Natural Language Processing: Machine Translation, Multilinguality, Cross-Lingual NLP
• Machine Learning: Multimodal Learning
• Intelligent Robots: Multimodal Perception & Sensor Fusion

Application Category

• Web Mining and Content Analysis: Mining multimedia, multimodal, multilingual, cross-lingual Web data
• Search and Retrieval-Augmented AI: Multilingual and cross-lingual Web search
• Systems and Infrastructure for Web, Mobile and WoT: Web applications in cross-disciplinary domains and verticals such as mixed reality, smart cities, and digital health

Abstract

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.

Problem

• distance education
• multilingual education
• cultural diversity
• digital tools
• border regions

Innovation

• distance education
• multilingual education
• culturally inclusive design
• digital literacy
• border regions