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Since World War II international exchange and training programs for educators have increasingly played an important role in developing prospective consciousness and awareness of cultural diversity and global interdependence among teachers. However, international programs have always depended on extra educational factors such as political, ideological, cultural, or financial circumstances. As a result, program sustainability and proper institutionalization of program's results that are adoi:10.1155/2011/591276 fatcat:pgq5cuukojhndemuhktzrt43vi