Learning in Higher Education: Affective, Multilingual, and Intercultural Pathways in a Globalised World, Volume II

Higher education institutions are increasingly implementing bilingual, multilingual, and plurilingual programmes to respond to diverse student populations and promote inclusive learning environments. Building on Volume I of this Research Topic, this second volume further examines how such programmes influence academic experiences and outcomes, broaden or reshape linguistic repertoires, and contribute to intercultural competence. It focuses on translanguaging, English as a Medium of Instruction (EMI), digital and multimodal literacies, and affective dimensions such as motivation, resilience, well-being, language anxiety, and engagement. Questions of equity, access, social justice, and the recognition of minoritised languages and identities remain central to multilingual education in globalised and multicultural academic contexts.Volume I addressed the design and implementation of bilingual, multilingual, and plurilingual programmes, translanguaging pedagogies, language assessment, curriculum design, institutional strategies, intercultural competence, and affective, cognitive, and psycholinguistic perspectives. Volume II extends these areas by inviting research that examines how multilingual approaches operate across diverse institutional and linguistic contexts, how digital and multimodal environments shape language learning and participation, and how pedagogical and policy choices influence learners’ identity, agency, belonging, engagement, and well-being. It also welcomes studies that evaluate implementation challenges, revisit questions raised in Volume I, or provide new evidence on effective, equitable, and sustainable multilingual learning environments.This Research Topic aims to advance understanding of how language(s) function in higher education, with a focus on pedagogical innovation, implementation, and the theoretical perspectives that inform practice. It seeks to examine how translanguaging, plurilingual education, EMI, digital literacies, and intercultural competence influence learners’ engagement, identity, and agency. Contributions may also investigate the conditions under which multilingual learning supports academic and social participation, while recognising that outcomes may vary across learners, programmes, institutions, and contexts. The collection intends to translate these findings into evidence-based recommendations for policy, curriculum design, and teaching practice.We invite original research articles, systematic or scoping reviews, theoretical contributions, and case studies addressing language-related issues directly connected to multilingual, plurilingual, intercultural, or linguistically diverse higher-education contexts. Relevant themes include:• the design, implementation, and evaluation of bilingual, multilingual, and plurilingual programmes;• EMI, language assessment, curriculum design, and institutional language policy;• translanguaging, pluriliteracies, and multilingual pedagogical practices;• digitally mediated and multimodal language learning;• intercultural communicative competence and global competencies;• motivation, engagement, language anxiety, resilience, emotional well-being, and belonging;• learner identity, agency, and participation in linguistically diverse academic settings;• social justice, inclusion, access, linguistic equity, and minoritised languages; and• cognitive, neurocognitive, psycholinguistic, or other interdisciplinary perspectives.Submissions should offer empirical, theoretical, or applied insights that advance innovative, inclusive, and context-sensitive approaches to language education at the tertiary level. Topic editors: Mª Elena Gómez Parra, Patricia Arnaiz Source: https://www.frontiersin.org/research-topics/86339/learning-in-higher-education-affective-multilingual-and-intercultural-pathways-in-a-globalised-world-volume-ii