Abstract
The paper presents an attempt to articulate the link between the notions of «interculturalism», «internationalization», «collaborative online international learning» as a new educational paradigm enhancing intercultural competence of all actors of educational process within jointly established multicultural academic environment. The focus of empirical research is centered on the «internationalization-at-home» paradigm, which is viewed as the nexus of international and intercultural dimensions integrated into formal, non-formal, and informal learning with the application of digital teaching formats such as international virtual exchange and virtual mobility projects, etc. The analysis has been conducted with regard to the internationalisation process at Slovak higher education based on the empirical data provided by online open platforms of Commenius University in Bratislava, Slovak Republic. The collected data have showed that the enhancement of interculturalism in higher education should be aimed at developing more of an education for all in the spirit of recognizing the differences that exist within the same society, and less an education for different cultures, which would involve isolation of cultural groups. Among the results of the research the ways of achieving interculturality at higher educational institution are highlighted, such as: simultaneous learning of at least two foreign languages; integration in twinning European programmes; obtaining scholarships for academic mobility (including virtual one), etc.
Highlights
The concept of culture as a fundamental element of universal spirituality can be interpreted as an ensemble of myths, values, norms, customs and traditions, patterns of action, behaviors, and attitudes
Current research in the field states that the process of internationalization has come as a response to integrated transformation of higher education, and it is determined by an increased need to strengthen partnerships and coordinate actions at the national, regional and international levels in order to ensure the quality of higher education systems around the world (Knight, 2010; 2012)
Fielden identifies three motivations for academic institutions to internationalize (Fielden, 2008): 1) in order to develop human resources for competitive global markets – training students to be able to work in fields that have international dimension, whether working overseas, for a transnational corporation or in an organization which engages with other countries or other cultures; 2) to contribute to the solution of global problems that require international collaboration of academia, businesses, and governments; 3) an educative role in promoting international values – to ensure that students are «global citizens» understanding and appreciating cultural diversity, are engaged with global issues such as poverty, health and environmental change
Summary
Interculturalism and Higher Education: The Role of Academic Staff in Promoting Campus-Based International Academic Environment. Osvita ta pedahohichna nauka – Education and Pedagogical Sciences, 2 (177), 3–11 [in Ukrainian]
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