Developing Students as Global Citizens through Curriculum Design and Extracurricular Activities

The changing global environment has prompted the awareness in higher education institutions that they must respond to the arising societal need and deliver graduates who can function both as global professionals and responsible citizens. The number of studies on the impact of internationalisation on the development of intercultural competence or related constructs has increased as a result. This chapter provides some insights on four of the key issues to consider that help transform international education experiences into meaningful intercultural learning and development. These issues have been organised according to the following questions: How to create meaningful intercultural learning for all students, how to define intercultural competence as a learning outcome, and how to facilitate and embed intercultural competence in the curriculum. It also includes what is the link between educating interculturally competent graduates and global citizens and what are the implications for the professional qualifications of staff.

UNESCO (2013: 16) describes “intercultural competences” as: (1) the necessary linguistic knowledge and awareness when interacting with people from different cultures; (2) relevant knowledge about specific cultures; (3) broad comprehension about the issues that arise when members of different cultures interact; (4) adaptable attitudes that encourage creating and sustaining contact with diverse members of society. The development of intercultural competence has increasingly been recognized as a vital aim of foreign language (L2) education. The aim of the study was to investigate the relationship between courses related to the culture of English-speaking countries and the development of intercultural communicative competence of English philology students. Specifically, it explores participants’ opinions on whether the culture courses support students’ ability to acquire academic-level communicative competence, fluency in formal and informal language, and a holistic understanding of the spectrum of Anglophone communities. The participants of the study were English philology students and lecturers teaching culture courses. A mixed methodology was used with two types of research methods: a student survey and semi-structured interviews with lecturers. The results of the study allow for a formulation of didactic implications for the development of intercultural competence of English philology students.

This article presents the results from research into the development of social and intercultural competence in student teachers through peer assessment. The purpose of the study is to identify and describe the degree to which peer assessment can influence the development of competencies. Also, to formulate recommendations for the integration of peer assessment in the education of students towards the development of social and intercultural competence. The theoretical analysis is based on a review of the scientific literature on social and intercultural competence and peer assessment, and it is followed by a quantitative and qualitative analysis. Twenty-five students, training to be teachers at Sofia University "St. Kliment Ohridski", Faculty of pedagogy, participated in the study. Each of them wrote an essay on intercultural competence and each of the students reviewed three of their colleagues' essays. The research confirms that providing feedback helps the development of social and intercultural competence in two directions: students form skills for providing constructive feedback and criticism; and they develop their abilities for accepting feedback, reflecting on their strengths and weaknesses, which leads to striving for self-improvement. Another conclusion, based on the analysis is, that by providing detailed instructions prior to peer assessment, by organizing a subsequent discussion and reflection, students would improve their skills in providing feedback, constructive criticism, considering the ideas of others with respect, understanding different perspectives. Hence, the study confirms that peer assessment provides educational opportunities for the development of social and intercultural competence.

In spite of policy impetus, research shows that teachers struggle to address increasing diversity in classrooms, among others, due to lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which could be defined as the ability to mobilise and deploy relevant attitudes, skills, knowledge and values in order to interact effectively and appropriately in different intercultural situations, is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 JRC launched INNO4DIV project with aim to support polices in field of IC of teachers, through analysis of literature and innovative good practices which have successfully addressed existing barriers for teachers' IC development. In this context, it was necessary to identify innovative practices for overcoming barriers in development of intercultural and democratic competences (IDC) of teachers. Given wealth and variety of educational practices, and in order to preserve scientific rigour of identification process, this report offers rationale and description of selection criteria that have been developed according to conceptual framework of project, Volume 1. Teachers' Intercultural Competence: Working definition and implications for teacher education. Similarly, process for case identification and selection is also described. Following a brief explanation of sources for selection of cases (Section 2), report focuses on establishing selection criteria, which are divided into generic and specific criteria (Section 3). The generic criteria apply to all cases. The specific criteria, however, relate to scope of each specific Key Enabling Component (KEC), and are most direct reference to particular features of cases. Finally, document contains an elaborate protocol for case selection that will lead to final list of selected cases.

Diverse and multicultural environment requires that managers of manufacturing enterprises should be able to work with representatives of different cultures. Seeking to maintain long-term commercial relationships, employees should strive for high level of intercultural competence through constant development. Object of the study – development of intercultural competence of managers. Aim of the study – to assess the development of intercultural competence of managers of small manufacturing enterprises. The qualitative research revealed that managers of small manufacturing companies develop intercultural competence informally, by learning from their own experiences, interacting and communicating in different intercultural situations with foreign customers, buyers, and suppliers. It was identified that the primary obstacle to intercultural communication is the inadequate foreign language proficiency of managers. Small manufacturing enterprises do not contribute to the development of managers' intercultural competence. It is noteworthy that the managers develop their intercultural competence in work setting, by sharing intercultural experiences, especially when they face with challenges or when work in unfamiliar cultural environments or unexpected situations. It can be stated that the Story Circles is an appropriate method for developing the intercultural competence of managers in small manufacturing and export companies with limited financial and human resources.

PurposeThis study aims to examine how intercultural competence (IC) among university students can be enhanced through two streams of higher education internationalization: internationalization abroad and internationalization at home (IaH). By doing so, it aims to improve university students' IC through identifying which factors are more effective in fostering IC.Design/methodology/approachThe study is not solely a literature review, but rather a conceptual exploration based on a selective review of the literature. Due to the exploratory nature of this study, we employed a thematic analysis approach to reviewing English language literature while incorporating relevant Chinese literature to ensure a more balanced representation.FindingsWe found that international students’ IC is influenced by their overseas learning experiences, which are closely related to the duration of stay, language proficiency, intercultural contact, university management and teachers and administrative support. On the other hand, domestic students’ IC has been influenced by various IaH experiences primarily within their home university campus, such as foreign language learning, international curriculum, extracurricular activities, communication between domestic and international students, integrated management of international students, the use of Internet and communication technology and so forth. Although a direct and definitive comparison is lacking, some comparative analyses suggest that IaH experiences may yield better results in enhancing the IC of domestic students.Originality/valueThis article advances the understanding of IC development. We call for further research that values the importance of IaH in the increasingly uncertain globalization and delves into comparative analysis of the effects of two streams of higher education internationalization.

Currently, we are more connected than ever because of developments in information and communication technologies. Physical barriers no longer obstruct interacting, collaborating, and relating to people anywhere in the world. The development of intercultural competencies allows the individual to have proper knowledge and understanding of different cultures and interact and relate effectively in different multicultural settings. The purpose of this document is to show the current status of the doctoral thesis about the development of intercultural and global competencies in university students through an innovative educational model that promotes collaboration among students of different nationalities. To help understand the problem on which the research topic focuses, we present a status report on the review of the literature and the integrated, sequential-explanatory design of a mixed-methodology for collecting quantitative and qualitative data. With the results, we expect to propose an innovative, technologically-based educational model that promotes intercultural and global competencies in higher education students. This research progress report explains the theoretical contributions to the construction of the framework and the methodology.

The problem that is identified in this paper is the lack of pedagogical and didactic strategies and tools to allow the development and strengthening of Intercultural Communicative Competence in foreign language teaching and learning in the research context. From that perspective, this research aimed to design, implement and evaluate a pedagogical and didactic proposal to promote interculturality and the development of Intercultural Communicative Competence in virtual learning environments in English courses at Pontificia Universidad Javeriana. In order to achieve the main aim, there are included in the conceptual framework five sections: culture, interculturality, Intercultural Communicative Competence (ICC), teaching English as a foreign language and Information and Communication Technologies (ICT). For the pedagogical and didactic design, Byram's (1997) Intercultural Communicative Competence Model is adopted, which considers five Savoirs to measure the development of Intercultural Competence (Savoirs, Savoir- être, Savoir- comprendre, Savoir-apprendre/ faire, Savoirs'engager) each one is linked to a specific component (Awareness, Attitudes, Skills, Knowledge, Proficiency). Taking into consideration the methodological framework, a qualitative study has been conducted based on an interpretative paradigm in which the pedagogical and didactical design of the whole proposal was created; altogether, the proposal has five modules, however, for implementation purposes, just module 1 was implemented. After the piloting process, exploration and analysis of the results were carried out in the light of the categories established for this goal; these findings show a positive assessment of the promotion of interculturality in virtual learning environments, as well as improvements for the success of these types of proposals.

The rapid development of international education has occurred alongside a growing demand for higher education institutions to educate globally competent graduates. Yet, mobility remains a distant opportunity for most students, and Japanese undergraduate students often cite financial, safety, and job-hunting concerns as obstacles to studying abroad. Internationalisation-at-home has emerged as a viable alternative to mobility in Japan through government-funded internationalisation programs. This article will discuss the impact of cocurricular and extracurricular programs on the development of intercultural competence among 164 first-year Japanese students at two Top Global universities in Japan. Results from a one-year longitudinal, mixed methods study reveal that while formal programs positively affect intercultural competence development, informal intercultural contact on campus negatively affects students’ intercultural attitudes. Findings also indicate that student perceptions of intercultural competence at the pre-intervention stage affect engagement with intercultural opportunities on campus, suggesting the importance of introducing interventions prior to higher education.

This study examines the current state and challenges in cultivating intercultural communication competence among students at Beijing Hospitality Institute in the context of globalization, and proposes corresponding improvement strategies. With the advancement of economic globalization, intercultural communication competence has increasingly become crucial for international business and career development. As a base for nurturing international hospitality management talents, enhancing the intercultural communication competence of BHI students is particularly important. However, shortcomings in areas such as English proficiency, curriculum design, teaching materials, and faculty allocation have hindered the development of students' intercultural communication competence. By analyzing the evaluation standards of the "FLTRP Cup" Intercultural Competence Competition for university students, this article proposes a training plan that includes cultural knowledge, emotional attitude, and behavioral skills. It aims to comprehensively improve students' intercultural communication competence through curriculum reform, international exchange, and simulated practice, to meet the professional demands of the globalized hospitality industry.

본 연구는 교사의 생활지도가 고등학생의 활동 경험을 매개로 학생의 시민의식과 세계시민성에 영향을 미칠 것이라는 가정 하에 네 변인 간의 구조적 관계를 밝힐 목적으로 수행되었다. 이를 위해 한국교육개발원이 주관한 「한국교육종단연구(KELS) 2013」의 자료 중 6차년도(2018)에 수집된 고등학생 5,683명의 학생설문지와 학생역량조사지의 응답 자료를 토대로 기술통계, 구조방정식모형, 매개효과 분석 방법을 활용하여 분석하였다. 연구 결과 첫째, 교사의 생활지도와 학생의 시민의식, 세계시민성 수준은 모두 보통 이상으로 나타났다. 둘째, 네 변인, 즉, 교사의 생활지도, 학생의 활동 경험, 학생의 시민의식 및 세계시민성 간의 구조적 관계 모형은 적합한 것으로 확인되었다. 셋째, 변인 간 직접효과를 분석한 결과, 교사의 생활지도는 학생의 활동 경험과 세계시민성에, 그리고 학생 활동 경험은 학생의 시민의식과 세계시민성에 직접적인 영향을 미친 반면, 교사의 생활지도는 학생의 시민의식에 직접적 영향을 미치지는 않는 것으로 나타났다. 넷째, 매개모형의 간접효과를 분석한 결과, 교사의 생활지도가 학생의 활동 경험을 매개로 학생의 시민의식과 세계시민성에 간접적 영향을 미치는 것으로 밝혀졌다. 이상 연구 결과는 한국의 고등학교 상황에서 교사의 생활지도가 학생들의 활동 경험을 증진시키고 이러한 활동 경험을 매개로 학생들의 시민의식과 세계시민성이 고취된다는 구조적 관계를 확인시켜 주었다 데 의의가 있는 바, 연구 결과를 토대로 학생의 시민의식과 세계시민성 증진에 도움이 되는 정책적 시사점을 도출하여 제시하였다.This study aims to explore the structural relationship among four variables under the assumption that teacher guidance would affect both the actual national and global citizenship of high school students via their extra-curricular activities. Utilizing responses from 5,683 high school students’ surveys collected during the 6th year of the 「KELS 2013」, descriptive statistics, structural equation modeling(SEM) and mediator effect analysis were performed. Firstly, the result shows that the levels of teacher guidance, citizenship and global citizenship of students were all above average. Secondly, the SEM among the four variables, which include teacher guidance, students’ extra-curricular activities, students’ citizenship and global citizenship was found to be appropriate. Thirdly, while teacher guidance has a direct influence on the extra-curricular activities and global citizenship, it does not directly affect students’ citizenship. Extra-curricular activities, however, are shown to directly affect both students’ citizenship and global citizenship. Fourthly, the analysis of the indirect effect of the mediation model shows that a teacher’s guidance has an indirect effect on the citizenship and global citizenship of students through their participation in the extra-curricular activities. Based on these findings, a few policy recommendations along with suggestions for further study could be drawn.

This research investigates intercultural communication competence (ICC) and its main components (affective, cognitive and behavioral) in relation to academic mobility. It also discusses the value of assessing intercultural competence in higher education and points out the relationship between academic mobility, foreign language learning and the development of intercultural competence. The discussion then leads to the development of an intercultural communication assessment tool for academic mobility: Mobile Students’ Intercultural Competence Scale (MSICS). This tool focuses mainly on analyzing Turkish Erasmus students’ intercultural competence before and after their study abroad experience. Even though many intercultural competence assessment tools exist in the present literature, there is a lack of materials in this context which mainly focus on analyzing mobile students’ intercultural communication competence.

In the current era of globalization, higher education is expected not only to educate people to work locally in their home country, but also to foster “global citizens” who can play important roles internationally. In recent years, curriculum design and reform efforts at the higher education level in Taiwan have sought to encourage young people to move out of their comfort zones and connect with people from different cultural and social backgrounds to further expand their international perspectives and intercultural competencies. The main aim of the current research is to explore if students’ international mobility experiences-in this context, studying abroad-would affect their attitudes toward elements of global citizenship and identification as global citizens. This research included an online survey to recruit 69 Taiwanese participants with study abroad experiences at the higher education level to understand their identification as global citizens, their attitudes toward elements of global citizenship, and their interpretations of how studying abroad might affect their perceptions of global citizenship. The results from the regression analysis indicate that participants with international mobility experiences tend to see themselves as global citizens and have stronger agreements toward elements of global citizenship.

The focus of this paper is to close the research gap regarding the development and determinants of intercultural competences (IC) by analyzing the components of IC and student characteristics based on representative data of TIMSS 2015 (n = 2248). Results show that many fourth graders express highly positive IC, with the most positive self-reports occurring in the component of “openness”. 24% of variance in IC can be explained by the covariates, which—with the exception of gender and prosocial behavior—all show significant relationships with IC. The results suggest that migration backgrounds and multilingualism should be seen as a special resource for the development of IC.

Intercultural competence is a theoretical construct which has seen over sixty years of scholarly work, with over thirty different terms being used for this construct depending on the discipline, such as global competence, intercultural effectiveness, plurilingualism, transcultural competence, intercultural sensitivity, intercultural maturity, cross-cultural awareness, intercultural adaptation, intercultural readiness, and so on (and see Oxford Bibliographies Online in Management Cultural Intelligence and in International Relations Global Citizenship), that can be linked even more broadly within intercultural or cross-cultural communication. Given that many of these terms already have associated bibliographies, this article focuses almost exclusively on intercultural competence as the key term and listings here do not imply endorsement. Regardless of the terminology used, definitions generally center on the individual with a focus on knowledge, skills, and attitudes—and, in some cases, motivation and values—needed to interact successfully with those from divergent backgrounds. Recent definitions of intercultural competence have broadened the concept beyond interactions across solely cultural differences to include interactions across any difference, including those resulting from religion, gender, generation, geography, language, socioeconomic background, and so on. Some of the earliest intercultural work can be traced to the 1930s with much of the intercultural competence literature stemming from work in the 1960s followed by efforts in the 1970s to begin conceptualizing, studying, and assessing this construct, with particular emphasis on intercultural adaptation. The 1980s and 1990s saw further refinement and study of intercultural competence, with publications of theories and frameworks as well as assessment tools. Research continues on the development and assessment of intercultural competence, which is a lifelong process. Resources on intercultural competence continue to grow, in part due to the emphasis on intercultural and global competence at the global level through the United Nations (United Nations Educational, Scientific and Cultural Organization [UNESCO]), the Organisation for Economic Co-operation and Development (OECD), the Council of Europe, and such focused groups as the World Council on Intercultural and Global Competence. Further, wide interest remains in intercultural competence in multiple disciplines and sectors, spurred, in part, by the recent emphasis on justice, equity, diversity, and inclusion in various contexts as well as the increasing societal divides and continued need for an interculturally competent workforce.