Connections between Online International Learning and Inclusion of Intercultural and International Elements in the Curriculum—The Perspective of Slovene Academics

Online international learning and the inclusion of intercultural dimensions in curriculum are closely connected concepts, not only theory but also strategic documents teaching practice. This article presents statistical connections between online curriculum, based on a survey that included 1367 Slovene academics (19.7% entire population). According to χ2 Mann–Whitney tests, it was determined who actively include students any kind with institutions from geographically distant areas, those consider ICT support at their home as satisfactory for implementation learning, statistically significantly more often incorporate elements into study process, covering internationalised outcomes, activities, assessment evaluation tasks.