When teaching in a diverse classroom, it is imperative to understand the various attitudes toward gender and sexuality of the countries from which the students hail. This is imperative because both components contribute significantly to an individual's identity, and also shapes how he or she views others and the world around them. For example, if a student is from a restrictive country where LGBT individuals are not accepted and premarital sex is considered sinful, then certain texts or media presented may seem offensive or even unholy since the United States is considered to be a more progressive country whose schools have access to more controversial materials. Furthermore, an LGBT student may feel ashamed and alienated by classmates from less accepting cultures. On the opposite end of the spectrum, an individual from a permissive culture may think that certain selections are odd, prudish, or find their classmates from more restrictive cultures to be closed-minded and less accepting. Therefore, as a teacher it is important to be sensitive to student's various beliefs and create a safe space where open dialogue can occur about these tough issues. It is important that these beliefs and varying attitudes toward gender and sexuality are not used to divide a class, but rather are used as lenses into other lifestyles and cultures.

QR codes can be used to differentiate learning and expose students to a variety of resources that they can interact with and reflect on individually. For example, the code may contain a link to a video, article, or other resource that may help deepen a student's understanding of a certain topic, containing images of words accessible to a variety of students including ELL. This technique can also be used show the process of learning-a student may attach a QR code to a poster or PowerPoint to show how they garnered such information and created the project.

Iceland is a developed country whose education system is somewhat similar to that of the United States. It is mandatory for students ages 6-16 to attend school, which contributes to the 99% literacy rate. Iceland promotes the ideology that everyone in the country should have access to a quality education no matter what gender, socioeconomic status, physical ability, intellectual ability, race, and so forth. Therefore, the Parliament provides most of the funding for schools throughout the country; although there are some private institutions, publicly funded schools are much more abundant and attended throughout the country. As a developed country, there is a substantial amount of industrialization, and over half of the country's population lives in its capital, Reykjavik. Therefore, most of the educational facilities- including the country's largest university- are located within the city. There is a low unemployment rate in Iceland, which allows students to enter school with less of a concern for fiscal or familial burdens. Icelandic is the official instructional and conversational language in this country, and students who are non-native speakers of Icelandic, must take a supplementary course to learn this challenging language. Students receive a comprehensive curriculum, starting with Pre-Primary school and progressing to Compulsory education, Upper Secondary education, and Higher Secondary education. Women typically complete around 20 years of schooling, whereas men might complete closer to 18 years. Educational expenditures constitute 
7.8% of the country's GDP.