Intercultural learning in the classroom: Facilitators and challenges of the learning process

Abstract

Higher education institutions have the potential to significantly contribute to students’ intercultural competence development through internationalization at home. However, the intercultural competence literature lacks empirical research on how students learn and the process of intercultural learning. This study investigates in-depth learning experiences in a six-week cross-cultural management course at a Dutch research university in which a blended learning tool was incorporated to enhance students’ intercultural competence. Thematic analysis of the data from qualitative semi-structured interviews resulted in an inductive explanatory model. This shows that facilitating factors for learning were teaching tools, intercultural contact (teamwork, multicultural classroom, cultural informants), motivational factors and intercultural experiences. Learning happened through experience, reflection, abstract conceptualization and experimentation. Learning dilemmas occurred around adaptation and stereotyping/generalizing. Pivotal for intercultural learning is dissonance: this needs to be sufficient to stimulate learning, but may also lead to learning dilemmas. The study concludes with recommendations for intercultural course design.