Apart from Hofstede's cultural dimension model, the work of Galtung and Clyne also has had an impact on investigations of cultural factors in learning and teaching. Based on his experience of working with scholars from different cultural backgrounds, Galtung distinguishes four approaches when comparing the structure, culture and intellectual style prevailing in different societies:
1.    Saxonic
2.    Teutonic
3.    Gallic
4.    Nipponic

By intellectual style he understands basic culturally-bound models of thought and behaviour shown mainly by intellectuals. Despite the clear allusions of these designations, Galtung stresses that these styles are not to be identified directly and exclusively with patterns of behaviour and thought in specific countries. According to him, teutonic style is not only found in Germany, it is also prevalent in Eastern Europe and Russia. Similarly, gallic style is said to prevail not just in France, but also in Italy, Spain, Portugal and Latin America. The saxonic style – characterised by its focus on the production of hypotheses – can be found among both British and American scholars as well as those from former Commonwealth countries. Finally, nipponic style, with its non-linear, circular thought pattern and argumentation structure, is said to dominate academia in Japan and other East Asian countries.

The features of the different styles are analysed according to four dimensions, i.e. paradigm analysis, generation of hypotheses, theory construction and peer review. Despite its strength in producing hypotheses, the saxonic style is said to be weak on theory formation and paradigm analysis. In contrast, the teutonic and gallic styles are considered strong on theory formation and paradigm analysis, but weak on formulating hypotheses, with the gallic style attributing great significance to the elegance of expression.