This study aims to clarify the media-induced trends of cross-cultural transmission and examine the implicit promotional potential for cultural branding. The gratification and cultivation theories are used to explore the promotional media prospect in forming perceptions of foreign cultures\' traditions, habits, norms, and values to contribute to international communication. We analyzed the theoretical applicability in the case of China-Thailand contemporary media culture. A total of 856 Chinese series watchers were surveyed. Structural equation modeling was used to analyze the path effect of consumption of Chinese TV series on other endogenous variables. Results showed that cross-cultural media product consumption strengthens bilateral relations. Moreover, the acceptance and appropriation during engagement with media characters and producers lead to favorable attitudes toward the target culture. Results confirm the positive mutual association between the gratification and cultivation theories and their applicability in the current context. This study offers an important contribution through its finding that the need for gratification significantly and positively impacts consumption and cross-cultural learning and raises cross-cultural awareness, thereby leading to sustainable practices.

Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English language teaching. Through in-depth interviews, this paper examined eight rural junior middle school English teachers on their understanding of developing students\' key competencies in English language teaching, as well as the obstacles and challenges they experienced in curriculum implementation. The study found that although front-line teachers have a positive attitude toward the key competencies, there is still a certain gap between their comprehension of key competencies and policy requirements and practical demands. In order to implement core qualities and effectively promote curriculum reform, we need to strengthen teacher development training for front-line English teachers, especially for primary and secondary school English teachers in rural areas, to improve their understanding and professionalization of the new round of curriculum reform.

In this article, we problematize the concept of \"culture\" in genetic counseling. With globalization and increased mobility of both genetic professionals and clients, there is an increased acknowledgement of the impact of \"culture\" on a counseling process. There is, however, little agreement on what \"culture\" is. The essentialist understanding that has long been dominant in the medical literature views culture as a set of shared beliefs, attitudes and practices among a group of people. Such an approach does not account for the individual differences and the dynamic nature of genetic counseling encounters. Following Zayts and Schnurr (2017), we use the distinction between two orders of culture: culture1 that refers to the static, generalized understanding of culture that is external to the specific context, and culture2 , an analytic concept that denotes dynamic enactments of culture, emerging in the interaction. We use empirical data from genetic counseling sessions to illustrate these different facets of culture and to consider how and why speakers draw on them. The clinical implications of the study include highlighting the importance of cultural awareness among counselors, including cultural self-awareness, and demonstrating how authentic interactional data could be used to enhance cultural training in genetic counseling.