Intercultural Learning Experiences Research Articles

A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape

Abstract The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.

Bridging borders: assessing the impact of semester-long study abroad programs on intercultural competence development in undergraduate engineering students

BackgroundWorking and interacting with people from diverse backgrounds have become common in Engineering. Research has indicated that engineering graduates face challenges while working with a diverse workforce. Therefore, it is vital for higher education institutions to help engineering students develop intercultural competence skills by engaging them in intercultural learning activities. This study explores the impact of a semester-long study abroad program and its new curriculum on the intercultural learning gains of undergraduate engineering students. The study used a mixed methods design to assess the intercultural learning gains of the students enrolled in a study abroad program.ResultsThe results of the study indicated that overall, as a group, students demonstrated significant gains in their Intercultural Development Inventory (IDI) scores from the pre- to post-test. Moreover, hierarchical clustering was conducted to group students into three clusters based on their IDI scores. The results of the clustering helped us to understand the differential growth of students from their pre- to post-test. Based on clustering students were grouped into high, moderate and low intercultural learning clusters. Further inductive thematic analysis was conducted to understand the depth of intercultural awareness of the students in general and discipline specific for each cluster. The results of the thematic analysis revealed that students in cluster 1 showed a deeper understanding of cultural differences, mindfulness, and openness while interacting with people from other cultures, whereas the students in clusters 2 and 3 showed moderate to superficial level of intercultural awareness.ConclusionsThe implication of the study extends to both practice and theory. From the practice perspective, the study discusses the need for creating intentionally structured study abroad programs that encourage students to reflect on their intercultural experiences and internalize takeaways. From the theory perspective, the study contributes to the Intercultural Development Continuum model, as it emphasizes the importance of meaningful gains in intercultural competence. The study also suggests strategies to improve the intercultural learning experiences of students that could help them move towards more intercultural mindsets.

Identities in Transition from Africa to Canada: Becoming Students

Students studying abroad are faced with challenges that impact their cultural, social, and economic identities, and this varies greatly depending on their home country and study destination. The transition and inter-cultural learning experiences of international tertiary students from African countries are currently under-examined. Afrocentric theory was employed to interpret the data derived from this qualitative study, which drew upon participatory action research and Photovoice methods to explore how African students navigate transitions to studying in Canada and the strategies they use for creating supportive social resources. As authors, co-researchers, and participants, we identified unique insights on how students build and maintain senses of connections, familiarity, and comfort when away from home, and how they conceptualize, create, and sustain community. These accounts provide insight for mentors, faculty, and policymakers in North American institutions on how they can offer opportunities for holistic learning, cultural integration, and access to valuable mentorship to help students navigate the complex journey of transition.

Promoting Global Citizenship Education: Strategies for Developing Intercultural Competence in Students

This research article focuses on promoting global citizenship education by examining strategies for developing intercultural competence in students. Employing a qualitative methodology involving literature review and library research, the study aims to identify effective approaches to foster intercultural understanding and competence among students in diverse educational settings. The literature review explores various dimensions of global citizenship education, intercultural competence, and related pedagogical strategies. By analyzing existing research and theoretical frameworks, the article seeks to elucidate key concepts and best practices in promoting intercultural learning. The findings highlight the importance of incorporating experiential learning, cultural immersion programs, and cross-cultural communication activities into the curriculum to enhance students' intercultural competence. Additionally, the study underscores the significance of promoting critical reflection, empathy, and respect for diversity as foundational principles of global citizenship education. Moreover, the article discusses the role of educators in facilitating intercultural learning experiences and creating inclusive learning environments that encourage dialogue and collaboration among students from diverse backgrounds.

The theory of international student development

ABSTRACT Current student development theories are mostly grounded in the experiences of domestic students in North America. The increasing portion of the international students in the post-secondary student population has created a glaring gap for a unique theory of international student development. A unique theory for international student development, with a focus on their intercultural learning experiences, will serve as a necessary theoretical foundation for international student programmes and services that are offered in most hosting universities of international students as an overlay on top of general student services. Through a critical review of existing literature, this paper endeavours to develop a coherent theory of international student development that endorses a critical and post-structural approach to the key issues of intercultural identity, intercultural competence and intercultural adaptation for international students.

The Role of Teaching Foreign Languages in Developing Intercultural Competence

In the contemporary global landscape marked by intensified cross-cultural communication, the proposed research explores the critical role of teaching foreign languages in fostering intercultural competence. Recognizing the indispensability of cultural sensitivity in the world distinguished by diversity, the study delves into the transition within German as a foreign language (hereinafter – GFL) teaching from a focus on communicative competence to the pursuit of intercultural communicative competence. The investigation underscores the importance of equipping learners with competencies extending beyond linguistic proficiency, encompassing sociocultural understanding and universal practices. The former employs a comprehensive review of literature and research findings to reveal the multifaceted dimensions of intercultural competence, including cultural knowledge, communication skills, awareness, empathy, and adaptability. Examining effective teaching strategies, such as integrating authentic materials, fostering learner autonomy, and providing reflective learning opportunities, the study emphasizes the transformative role of educators in creating meaningful intercultural learning experiences. However, challenges in teaching intercultural competence are acknowledged, including limited exposure to authentic contexts, cultural biases, and the need for inclusive classroom environments. The study advocates for continuous professional development for educators, offering insights into potential solutions and future directions in foreign language education. In conclusion, the research highlights the pivotal role of foreign language education in developing intercultural competence and calls for ongoing collaboration among educators and researchers to overcome challenges and advance the field. The prospects for further study involve experimental research on teachers’ and learners’ practices in developing intercultural competence in GFL classrooms. This study contributes substantially to the discourse on intercultural competence, offering valuable insights for educators and policymakers seeking to enhance global citizenship through language education.

An Anti-Racist Transnational Feminist Note on Collaborative Online International Learning (COIL)

This article critically examines Collaborative Online International Learning (COIL) from an anti-racist transnational feminist perspective. It underscores the potential pitfalls of COIL’s multiculturalist assumptions. While the authors acknowledge the benefits of COIL, such as enhanced access to education and opportunities for intercultural learning, they express concerns about power imbalances, language obstacles, and the overemphasis on Western viewpoints. The authors draw from their experiences as scholars and graduate students to illustrate how seemingly harmless activities, like icebreakers, can inadvertently reinforce inequalities rooted in intersectionality. They stress the importance of COIL pedagogy being sensitive to students’ diverse backgrounds, language skills, and cultural contexts. Furthermore, they challenge the possibility of COIL reinforcing existing power hierarchies, especially those centered around language proficiency and Western supremacy. Despite recognizing COIL’s potential in bridging international communities and empowering underrepresented groups, the authors advocate for a critical approach that foregrounds equity and inclusivity. They urge for continued dialogue and cooperation among educators, diversity practitioners, and activists to create more culturally sensitive and sustainable COIL curriculum designs. The authors ultimately argue for the practice of cultural humility and the creation of meaningful intercultural learning experiences that question prevailing power structures and advocate for social justice.

A multisite cross-sectional study of intercultural competencies in doctor of physical therapy students

BackgroundPhysical therapists (PTs) work in diverse communities with individuals whose identities and beliefs may differ significantly from their own. Academic institutions must include intentional curriculum aimed at graduating PTs who can skillfully navigate intercultural encounters. Being prepared to engage with difference and demonstrate skills related to intercultural competencies (ICC) will prepare entry-level PTs to provide individualized, high-quality care. Intercultural competencies are essential skills that can reduce healthcare disparities, and promote equitable and inclusive healthcare delivery. This study examined the impact of PT curricula, student demographics, and participation in intercultural learning experiences (ILEs) on students’ development of ICC.MethodsA cross-sectional study of 8 Doctor of Physical Therapy (DPT) programs in the United States (US) compared ICC in first-year (F) and third-year students (T), and T who participated in an ILE (T + ILE) to those who did not (T-only). Subjects included 1,038 students. Outcome measures included The Inventory for Assessing the Process of Cultural Competence-among healthcare professionals-Student Version© (IAPCC-SV), and a demographic survey.ResultsIndependent t-tests showed that group T (mean = 64.34 ± 5.95, 95% CI: 63.78-64.90) had significantly higher IAPCC-SV total scores than group F (mean = 60.8 ± 5.54, 95% CI = 60.33-61.27, p < 0.05). Group T + ILE (mean = 65.81 ± 5.71, 95% CI = 64.91-66.71) demonstrated significantly higher IAPCC-SV total scores than group T-only (mean = 63.35 ± 5.8, 95% CI = 62.6-64.1, p = 0.039). A one-way ANOVA and post hoc comparisons showed that the 25 to 34-year age group (mean = 63.80 ± 6.04, 95% CI = 63.25-64.35, p < 0.001) and the ≥ 35-year age group (mean = 64.21 ± 5.88, 95% CI = 62.20-66.22, p < .024) had significantly higher IAPCC-SV total scores, than the 18 to 24-year age group (mean = 60.60 ± 5.41, 95% CI = 60.09-61.11). Students who identified in US census minority ethnic or racial categories (US-Mn) (mean = 63.55 ± 5.78, 95% CI = 62.75-64.35) had significantly higher IAPCC-SV total scores than students who identified in US majority ethnic or racial categories (US-Mj) (mean = 61.98 ± 5.97, 95% CI = 61.55-62.413, p = .0001).ConclusionsResults of the study support the hypothesis that DPT programs can promote the development of intercultural skills in students. The ultimate objective of this academic preparation is to improve the student’s ability to deliver equitable, person-centered healthcare upon entry into practice. Specific ICC for entry-level DPT students are not clearly defined by US physical therapy professional organizations, academic institutions, or accrediting body. Students who participated in an ILE exhibited higher levels of ICC when compared to those who did not. Findings from this study can guide curriculum development, utilization of resources, and outcomes assessment. More research is needed to examine characteristics of an ILE that could inform best practice.

Academic teaching staff and their conflicting constructions of international students in UK higher education classrooms

ABSTRACT International students have been commonly constructed by researchers and practitioners using multiple conflicting narratives. For instance, discourses in both research and practice often frame international students as benefits or resources for developing intercultural learning experiences, while simultaneously portraying them as lower quality students who are deficient in academic skills. In this study, we investigate whether academic staff who teach international students have internalised these common and conflicting discourses from the literature and how these constructions ultimately influence their teaching practices. Through interviews with 45 academic staff across disciplines, we highlight the ways staff juxtapose dual constructions of international students as both ‘benefit’ and ‘burden’. Our findings indicate that staff working conditions, including high workloads and massification, lend themselves to problematic ‘othering’ of international students through homogenisation and deficit narratives.

Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni

Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.

Unleashing the Potential of Social Media: Enhancing Intercultural Communication Skills in the Hospitality and Tourism Context

Intercultural communication skills play a vital role in achieving success in the global hospitality and tourism profession. This study examined the effectiveness of leveraging social media, specifically YouTube (San Bruno, CA, USA), in developing intercultural competence (ICC) among students enrolled in service management courses within the hospitality and tourism department. The research involved 112 Korean students who were divided into two groups: the experimental group (n = 57), which participated in social media-integrated intercultural learning activities; and the control group (n = 55), which engaged in traditional intercultural learning activities. Data were collected through pre- and post-questionnaires using the Intercultural Competence Scale (ICS). The findings indicated that social media-based intercultural activities on YouTube were more effective in improving learners’ ICC levels compared to traditional classroom activities. Significant differences in mean gain scores underscored the impact of social media-based interventions in promoting intercultural learning and fostering meaningful intercultural engagement. The analysis also revealed noteworthy distinctions between the experimental and control groups across various dimensions of ICC. This study emphasized the value of social media platforms, including YouTube, in facilitating positive changes in affective orientation, self-efficacy, behavior performance, and intercultural consciousness. The research provided practical insights for educators and institutions in the hospitality industry to integrate social media-based intercultural activities, thereby enhancing students’ intercultural learning experiences and nurturing their ICC.

Telecollaboration Tool Preferences for Online Intercultural Learning in Higher Education: Perspectives of Chinese International Students

Communication and learning across cultures is always a challenge during the development of educational internationalization. Higher education institutions worldwide are progressively under pressure to support and embrace multicultural student bodies and intercultural exchange. In recent years, some overseas universities have conducted opportunities for online pre-communication and interaction with local students and staff via telecollaboration tools for their incoming international students. It seems that telecollaboration can positively develop students’ multicultural communication skills based on appropriate online communication tools. However, we think it is important to consider students’ cultural contexts and individual preferences and needs to choose a suitable telecollaboration tool for online intercultural learning. This study explored Chinese international students’ (one of the largest mobile student groups worldwide at the tertiary level) uses and opinions regarding what online communication tool would be the most appropriate telecollaboration tool to support effective online intercultural learning. These participants’ uses for and views regarding the online telecollaboration tools were gathered through a mixed-method analysis of an online questionnaire’s responses and a focus group’s interview responses with a semi-structured questionnaire. The results indicated that although online communication tools, such as email and video chatting, were convenient for communicating and sharing information with others, these tools cannot entirely satisfy participants’ demands for an effective online intercultural learning experience. The results revealed that virtual environments have the features of meeting participants’ preferences for the desired telecollaboration tool and have a positive potential to deliver an effective online intercultural learning environment.

Intercultural And Professional Skills in Student Mobility to Boost Employability

The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues.

The Smell, the Emotion, and the Lebowski Shock: What Virtual Education Abroad Can Not Do?

Education abroad has been a key vehicle for students’ intercultural learning. In response to the international mobility challenge due to the COVID-19 pandemic, many institutions have tried to shift to virtual programs in an attempt to provide continued education abroad experiences. This situation has amplified discussions about online education abroad programs as a way to address some equity issues in the internationalization of higher education. However, there seem to be few discussions about differences between physical and virtual programming with regard to students’ intercultural learning experiences. Fundamentally, what dimensions of traditional education abroad programs can and can not be replicated by online programming? Through a narrative inquiry with three international educators on their own intercultural learning experiences, this study argues that the personal cultural immersion and the associated embodied learning of complex nuanced cultural instances cannot be replaced by virtual programming.

Communicating Science, Technology, and Environmental Issues: A Case Study of an Intercultural Learning Experience

This science communication case study analyzes an online international co-taught course where students practiced blog article conceptualization and production covering a wide variety of science and technology related issues. Students had an international experience during the COVID-19 pandemic, and gained experience in communicating science and technology to intercultural audiences. Through student article reviews, course evaluations and project reflections students demonstrated an adoption of new science communication skills and some key examples of changing perspective on issues such as environment and technology. They also enjoyed the opportunity to learn about new cultures, reflect on their own, and bond over life experiences.

Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners

Teaching intercultural communicative competence (ICC) is still a challenging goal to achieve in English as a Second/Foreign Language (ESL/EFL) education. ESL/EFL instructors teaching in textbook-based educational contexts require more tangible approaches to designing and implementing purposeful intercultural language teaching that amplifies the desired ICC goals. This article proposes the use of a backward design-inspired framework as an effective approach to foster ESL/EFL students’ intercultural skills through the development and implementation of supple- mentary ICC materials. The article explains how specific ICC dimensions can be enhanced and complemented through a proposed four-stage framework, helping instructors identify intercultural learning gaps in the assigned curriculum, identify desired results for intercultural learning, determine assessment evidence, and plan supplementary intercultural learning experiences and instruction. The article provides an example of implementing this framework to support ICC development in an ESL/EFL teaching context in Jordan and concludes with some pragmatic insights for implementing the framework in similar ESL/EFL teaching contexts.

A Study of English Intercultural Learning Experience of Thai Tertiary English Majors

A Study of English Intercultural Learning Experience of Thai Tertiary English Majors

FACEBOOK FOR INTERCULTURAL COMMUNICATION: THE FOREIGN STUDENTS’ EXPERIENCE

Computer-mediated communication is an integral part of how people communicate in today’s modern society. The impact of social media on intercultural competency is a new territory that is beginning to interest scholars and researchers. Part and parcel of a foreign university student’s experience in a host country are managing cultural differences. Understanding how foreign university students use computer-mediated communication will provide insights into the impacts of social media (Facebook) on intercultural learning experiences. The aims of this study are: 1) to analyse the experience of foreign university students in using Facebook to communicate with their local peers 2) to examine Facebook usage pattern(s) among foreign university students in Malaysia, and; 3) to determine the level of intercultural competency among foreign university students in Malaysia. The study employs the Intercultural Sensitivity Scale (ISS) developed by Chen and Starosta (2000) in analysing how foreign university students in Malaysia use Facebook as part of a platform in learning and coping with cultural differences. This study analyses data from a survey of 210 foreign university students in Klang Valley, Malaysia. The findings from this study illustrated that the majority of foreign university students enjoy communicating with their local peers who are from different cultures using Facebook. The findings highlight that foreign university students are confident when communicating with their local friends and they are culturally competent. This is examined from the online interactions with their local peers and the Facebook usage pattern developed from their experience.

Inclusion through Folk High School courses for senior citizens

ABSTRACTThe increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as ‘inclusion’ and ‘participation.’ Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants’ lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools’ senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants’ continued life-long learning.

Global mobility in music higher education: Reflections on how intercultural music-making can enhance students’ musical practices and identities

Music higher education institutions are increasingly recognising the educational value of intercultural learning experiences. Delivering such learning experiences in a way that provides music students with a rich cultural and musical learning experience, rather than a superficial one, can be a challenging task, particularly in the case of short-term ‘mobility’ or ‘study-abroad’ programmes. This article explores ways to address this challenge by reflecting on student learnings from a suite of international study experiences, or ‘global mobility programmes’, at one Australian tertiary music institution, run in collaboration with community partners, universities and nongovernmental organisations in the Asia Pacific. Focusing on how intercultural music-making in the context can enhance students’ musical practices and identities, we first outline the sociocultural contexts of our music global mobility programmes in Cambodia, China and India, and explore the different modes of music-making these experiences afforded. We then draw on Coessens’ ‘web of artistic practice’ to explore site-specific examples of the ways in which global mobility programmes can enhance students’ musical practices and identities. These findings hold particular relevance for music educators and higher education institutions in justifying, designing and carrying out such intercultural experiences to maximise student learning and success.