Navigating Kazakhstani postgraduate students' intercultural citizenship development and future vision in Türkiye: a qualitative inquiry

Key claimed benefits of internationalizing higher education (HE) are increased intercultural interaction and awareness with internationally oriented universities aiming to produce graduates who are intercultural or global citizens. Yet, there have been few core strategies presented on how international HE programmes might realize such aims, and more research is needed. Furthermore, English language teaching (ELT) plays a central role in preparation and support for study abroad (SA) and internationalization in English medium education (EME), but has also been slow to incorporate intercultural education and intercultural citizenship. Hence, this study aimed to describe how Thai SA students developed a sense of intercultural citizenship during SA experiences with international HE programmes in Anglophone countries and identify roles ELT in facilitating the preparation for their subsequent SA programmes. Data were collected from semi-structured interviews (n = 14) conducted with students from three Thai universities who had experienced EME overseas education. From qualitative content analysis, findings revealed a range of understandings and responses to intercultural citizenship, English learning, language utilization, and the SA experiences. In addition, a mismatch was identified between ELT preparation and support efforts compared to the multilingual and multicultural reality of international HE.

Intercultural (or global) citizenship is frequently claimed as a goal of internationalization of higher education and a main outcome of participation in study abroad programs. However, the impact of study abroad on students' civic growth is quite debatable. Moreover, recent empirical data have shown that there is no relation between feeling like a citizen of a transnational community and being actively engaged in this community. When asked about the main impact of study abroad experiences, students mentioned increasing civic responsibility least frequently among other outcomes. While agreeing that study abroad experiences hold certain potential for developing students' intercultural citizenship, the stance promoted in this chapter is that intercultural citizenship education should be addressed in a more systematic way at universities. After providing a brief overview of the theory and pedagogy of intercultural citizenship education and sharing insights from students' perceptions of intercultural citizenship, the chapter discusses how intercultural citizenship education can be implemented in university settings.

Building Empathy and Intercultural Citizenship through a Virtual Exchange Project

In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language classes, students develop a critical perspective on texts while they also create an international identification, different from their national/regional identifications. While the existing body of work on intercultural citizenship and criticality in the foreign language classroom is abundant in Europe, North America and Asia, empirical studies hardly exist in this region and one of the questions to be answered deals with the transferability of curriculum research across continents. After a description of the theoretical framework and the project itself, I present student samples and analysis that provide evidence that this intercultural citizenship project was fruitfully implemented for the first time in Argentinean Higher Education in the foreign language classroom. I then outline the significance of the project from the point of view of online intercultural communication and the theory of intercultural citizenship.

This study investigates how international exchange students from North America, Europe, Oceania, and Asia exercised agency and power and created their autonomy through experiential learning to cooperate with local schools and organisations in Japan. Empirical research on international students’ intercultural experiences in Western countries has grown; however, research on their intercultural experiences in Japan is lacking in English publications. This research qualitatively examined how international students from various cultural backgrounds attempted to cooperate with locals in Japan’s emic world. Results revealed that intercultural frame-switching did not occur automatically, and international students could not cope with the intercultural competence required in Japanese society. Facing intercultural challenges, students exhibited a separation orientation to preserve their cultural identities, valuing their agency and autonomy, and found ways to exercise power independently. Educational interventions can expand students’ potential for developing intercultural relationships with locals from the host society.

This paper presents findings from an Irish qualitative study of postgraduate, female, international students. It focuses on their narrations of internationalisation, in respect of events leading them to become international students, and their reflections on their academic, interpersonal and societal experiences in Ireland. International students are generally understudied and marginalised as metaphorical ‘others’ within global education policies, often being reduced to mere recruitment and financial targets and units of analysis. However, this study shows that international students transcend widespread but static assumptions about them being in academic and social deficit when transitioning to life in another country and negotiating new educational contexts. Significantly, our interviewees discursively positioned themselves in multifarious ways in relation to Irish higher education curricula, drawing on various discourses to define their internationalisation journeys. Although the sample size is small and confined to female postgraduates, our data suggests that university policies in Ireland and internationally largely overlook the multidimensionality of international doctoral students’ experiences. In our conclusion, we tentatively suggest ways in which international students’ academic and intercultural experiences could in the future be enriched, and how international students themselves could more fruitfully contribute to Irish higher education.

Non-places are temporary, transitional and changeable places, in which individuals can create emotions and/or experiences. Malls, train stations and cafés are examples of non-places. Non-places lack specific tags, have multiple functions, and can be seen almost anywhere in the world. On university campuses they can provide a place for students to meet, such as cafeterias and cafés. This study uses focus groups with international students based at a Chinese campus, to explore their preferences and feelings in choosing non-places, specifically for intercultural encounters. The results show that whether active or passive, positive or negative, international students’ intercultural experiences, on and off campus, are diverse. The willingness to communicate in non-places appears to be influenced by the personality traits of international students as well as environmental factors. Focusing on non-places represents an original take on interculturality within the context of internationalization of higher education. The authors suggest exploring this topic further to open up new vistas in intercultural research on international and local students.

Background and Objectives: Intercultural citizenship includes the skills, knowledge, and attitudes necessary for active participation in diverse, multilingual communities with critical cultural awareness. These competencies are especially crucial in English as a Medium of Education (EME) programs, where academic success and social integration depend on intercultural readiness. This study investigates the development of intercultural readiness among Cambodian university students preparing for EME programs in Thailand. It examines how environmental factors—family, community, and regional influences—along with formal and informal intercultural experiences, shape students' readiness. By focusing on the pre-arrival stage, this research addresses a critical yet often overlooked aspect of intercultural readiness. The results aim to inform educators, policymakers, and program developers about the importance of early interventions in fostering students' adaptability and intercultural competence. Methodology: Using a qualitative design, the study draws on autobiographical narratives and in-depth interviews with five Cambodian university students. Participants were purposively selected to promote diversity in gender, academic background, and previous intercultural experiences. Thematic analysis identifies patterns and themes in their experiences, providing insights into their readiness for EME environments before arrival. This approach captures both individual and cross-case perspectives, framed by the Ecological Systems Theory and the Intercultural Communicative Competence Model. Main Results: The results show that family narratives, community engagement, and geographic proximity affect students' readiness for English as a Medium of Education (EME). Family support was crucial, with education often seen as a pathway to social advancement. Parental support and narratives about education abroad fostered emotional resilience and motivation. Community involvement through religious groups, schools, and volunteer activities contributed to developing intercultural competence. Geographic proximity to Thailand offered some participants familiarity, though its impact varied. Students with extensive intercultural experiences, both formal (e.g., exchange programs) and informal (e.g., cross-border interactions), exhibited greater confidence and adaptability in EME contexts. Conversely, those with limited exposure relied heavily on family support and second-hand insights, resulting in varied levels of readiness. Discussions: The study emphasizes the importance of pre-departure preparation programs in developing linguistic, emotional, and cultural competencies. These programs support both students with extensive and minimal prior experiences, ensuring equal opportunities for a smooth transition into English as a Medium of Education (EME) contexts. The findings highlight the interplay between environmental and experiential factors in fostering intercultural citizenship, a key quality for thriving in diverse multilingual and multicultural academic settings. Pre-arrival interventions, including language training, cultural workshops, and organized reflection activities, are essential for developing intercultural readiness and enhancing students’ adaptability in diverse academic environments. Conclusions: The study supports organized pre-departure preparation programs that include language training, cultural awareness workshops, and activities designed to enhance emotional resilience. Such programs can help bridge gaps in intercultural readiness and promote a more inclusive perspective on international education. Furthermore, this research emphasizes the need for further investigation into the challenges and strategies related to post-arrival adaptation, providing greater insight into the development of intercultural citizenship within EME frameworks.

This study explores the intercultural experiences of international students (IS) in Cyprus. While there is much research about IS’ experiences in more traditional educational destinations, such as the UK, US and Australia, little is known about their experiences in Cyprus. Using semi-structured interviews and a focus group, the present study analyses the transcripts of IS at a private university in Cyprus. Analysis reveals four themes that characterise IS’ accounts: (1) interaction and barriers to interaction; (2) the affective dimension; (3) survival strategies; and (4) suggestions for improvements. While many of the findings concur with previous studies, the unique socio-political context creates additional challenges for the IS in Cyprus. The study concludes with suggestions for further research that will enable educators and institutions to support the intercultural experiences of all students in higher education in Cyprus.

Traditionally, the notion of citizenship has been linked to the concept of nation, the ‘imagined community’ dependent on a common language. State and nation are assumed to be one: the nation state. The contemporary world has created many other identifications and opportunities for political activities in communities which are transnational. This generates the question of language of communication. The ‘nation state’ has been successful through its education system in imposing a common language within its boundaries. Members of transnational groups therefore bring their own language to interaction, and need to be able to communicate despite the differences. Citizenship across linguistic boundaries thus requires competences of communication as well as those of critical understanding of the conditions under which political activity can take place. Citizenship education prepares young people for political activity up to the level of the state. Foreign language education (FLE) prepares them for interaction with people with another language. The combination of the aims and purposes of citizenship education with those of foreign language education prepares learners for ‘intercultural citizenship’. This chapter summarises current work on intercultural citizenship and competences for democratic citizenship, and thoughts about future directions in which the internationalist educational purposes of FLE might be further realised.

In the world of super-diversity, education for intercultural citizenship has acquired a special significance. Despite numerous reviews in the research literature that address the intercultural citizenship in foreign language (FL) education, very few studies have investigated the connections between language learners’ motivation for studying a foreign language and their development of intercultural citizenship (IC). This study aims to bridge this gap by focusing on this relationship. For this purpose, quantitative data was collected from 407 students through an online questionnaire. The results revealed that the respondents consider intercultural communication, travel, networking, and future prospects, as important motivations for learning English. Moreover, the participants reported having a diverse range of intercultural experiences and feeling prepared for intercultural communication and citizenship. However, when evaluating their English classes’ effectiveness in preparing them for these aspects, the majority of students expressed that their EFL classes did not adequately equip them for high-level intercultural communication and citizenship. This research contributes to existing literature by investigating the connection between students’ motivation to learn English and their intercultural communication and citizenship skills and behaviors. Furthermore, the study emphasizes the significance of providing students with the necessary skills and knowledge to engage in purposeful and successful intercultural dialogue. Key words: intercultural communication, intercultural citizenship, EFL students, motivation, factors.

As international tertiary student populations in New Zealand have rapidly increased, research was undertaken to provide authentic insights into the challenges faced by international students and their teachers. Based on narrative approaches and semi-structured interviews, qualitative research was undertaken over one year with 12 international graduate and postgraduate students, and 10 teachers of international students. The researchers consciously challenged their cultural assumptions and framed their research approaches through bicultural lens as they used Māori values to guide their interactions with participants and the valuing of participants’ stories of experience (kōrero). As the research grew as an entity, it was a place where stories were shared, valued and woven together to create strength and support. With a focus on supporting international students’ transitions to learner-centred education, this discussion explores these kōrero, in terms of challenges and satisfactions expressed by international students, students’ academic adjustment challenges as reported by lecturers, and lecturers’ advice to those teaching international students. Together these understandings helped to clarify the roles and responsibilities of tertiary educators and students in terms of fostering effective andragogical practices and culturally supportive environments for international students and their teachers.

Introduction: In addition to linguistic and cultural difficulties, problems with social integration are frequently found among international medical students. In contrast, the social interaction among German medical students is considered as non-problematic. Personal networks are considered as positively influencing factors for the learning environment of students as well as their academic performance and personal wellbeing. However, while general findings on the development and maintenance of personal networks among medical students are available, there is insufficient data on students with different nationality or cultural backgrounds. Therefore, we compared the perception of international and German medical students on the development and maintenance of personal networks and examined possible influencing factors.Methodology: Following the principles of theoretical sampling in qualitative research, we recruited 17 international and 10 German preclinical medical students. The survey was conducted with semi-structured interviews, which focused on the participants’ experiences with the development and maintenance of personal networks in medical school. The coding and analysis of the interview transcripts was based on the principles of grounded theory.Results: We show that German participants rated the network development in medical school much more positively than the international participants. This difference was influenced by: a different perception of affiliation to the group of medical students, a low academic benefit from contacts with international students, the socio-cultural framework of medical school as well as the individual strategies of international medical students in dealing with integration. Conclusion: Our study extends existing insights into the development and maintenance of the social environment in medical school by understanding the perception of a subgroup of medical students. A better understanding of these social processes enables an effective evaluation of support and teaching for the subgroup of international medical students in Germany.

Aim/Purpose: This narrative inquiry study uses a strength-based approach to study the cross-cultural socialization journey of Chinese international doctoral students at a U.S. Land Grant university. Historically, we thought of socialization as an institutional or group-defined process, but “journey” taps into a rich narrative tradition about individuals, how they relate to others, and the identities that they carry and develop. Background: To date, research has employed a deficit perspective to study how Chinese students must adapt to their new environment. Instead, my original contribution is using narrative inquiry study to explore cross-cultural socialization and mentoring practices that are consonant with the cultural capital that Chinese international doctoral students bring with them. Methodology: This qualitative research uses narrative inquiry to capture and understand the experiences of three Chinese international doctoral students at a Land Grant institute in the U.S. Contribution: This study will be especially important for administrators and faculty striving to create more diverse, supportive, and inclusive academic environments to enhance Chinese international doctoral students’ experiences in the U.S. Moreover, this study fills a gap in existing research by using a strength-based lens to provide valuable practical insights for researchers, practitioners, and policymakers to support the unique cross-cultural socialization of Chinese international doctoral students. Findings: Using multiple conversational interviews, artifacts, and vignettes, the study sought to understand the doctoral experience of Chinese international students’ experience at an American Land Grant University. The findings suggest that Chinese international doctoral students use cultural capital (aspirational, linguistic, familial, social, navigational, and resistance) as leverage in this cross-cultural socialization process. Recommendations for Practitioners: The findings from this study offer insights for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their different forms of capital. Recommendation for Researchers: Future researchers may want to further explore how students experience this process. An important question for future researchers to consider is: do Chinese international doctoral students benefit from multilingual discourse with their peers and from a multi-lingual command of the literature? Also, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development? Impact on Society: Significant impact on society includes improved opportunities for cross-cultural learning, international partnerships, and support for positive socialization experiences where diverse students may use their cultural capital as strengths and express new ideas. Moreover, there is also an economic benefit for the institutions and communities that rely on international students’ economic contributions. Future Research: Future research may want to explore how students perceive and experience multilingualism as a benefit in their education; for example, does the ability to read scholarly publications in both Chinese and English bridge a gap and strengthen professional identity development?

In the highly polarized and dynamic world we live in today, Higher Education Institutions (HEI) are faced with the double challenge of fostering Diversity, Equity, and Inclusion (DEI) and Intercultural Citizenship Education (ICitE) while preparing students with intercultural and democratic competencies. Prof. Irina Golubeva’s book Diversity, Equity, Inclusion, and Intercultural Citizenship in Higher Education (2025) critically examines how HEIs embrace and navigate these challenges, noting that DEI and ICitE “are not universally supported disciplines” (p.7). The author argues that these two areas should be integrated into a unified educational framework that equips students to collaborate in local and global contexts. This review explores Prof. Golubeva’s main arguments, evaluates their strengths and constraints, and considers their relevance to Kazakhstani higher education. The five sections comprise the book. Section One sets the conceptual basis for differentiating the historical and theoretical differences between DEI and ICitE. It underlines the necessity of combining them, especially in light of the complications of the modern world. Dr. Golubeva argues that the independent domestic DEI policies and international ICitE programs are not realistic or cost-effective because students must gain intercultural competence (ICC) and democratic values to navigate the realities of local and global contexts. In Two, the author also condemns the impact of neoliberalism on higher education, arguing that market-driven policies have commodified intercultural experience, namely study-abroad experience, ultimately reinforcing privilege and exclusion.