Educational Diplomacy and Cross-Border Curriculum Conflicts: A Qualitative Inquiry into Geopolitical Influences on Knowledge Exchange

Abstract

As the world becomes increasingly interconnected, education has emerged as both a national asset and a strategic instrument of diplomacy and soft power. It transcends borders to shape cultural understanding, influence global narratives, and foster international cooperation. Yet, geopolitical tensions—rooted in historical conflict, national identity, and political ideologies—frequently impact cross-border curriculum design and knowledge exchange. This qualitative research explores these dynamics through digital ethnography and remote document analysis, using case studies from China–US, India–UK, and Israel–Palestine.

Drawing upon theoretical frameworks from Comparative Education, Political Science, and International Relations, the study analyzes publicly available policy documents, academic publications, media reports, and expert interviews accessed via digital platforms. The research reveals that curriculum serves as a platform for negotiating ideologies, mirroring deeper diplomatic dynamics.

It further demonstrates how education can serve as a medium for either conflict or reconciliation, depending on its design, representation, and implementation. The study concludes by recommending culturally inclusive, politically aware, and digitally coordinated strategies for cross-border curriculum collaboration that promote academic integrity, mutual understanding, and constructive global dialogue.

Keywords: Cross-Border Curriculum, Educational Diplomacy, Geopolitical Tensions, Comparative Education, Curriculum Politics, International Relations, Soft Power, Cultural Narratives, Ideological Negotiation, Digital Ethnography, Academic Integrity, Conflict and Reconciliation, Transnational Education, Policy Analysis, Global Pedagogy, Inclusive Curriculum Design