International experiences and the development of intercultural sensitivity among university students

International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students' intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed.

Intercultural Challenges of Teaching in Multilingual/Multicultural Classrooms

Language and culture are inseparable entities forming an interdependent relationship within the multilingual classroom, which is both a melting pot of languages as well as a myriad of cultural backgrounds. In learning a common language, known as “lingua franca,” in the multilingual classroom, culture plays a critical role since the lingua franca makes communication possible between language teachers and multilingual students. Cultural connections and effective communication enables these students to engage in social and interactive activities and allows them to become active participants of the multilingual classroom. This chapter addresses some of the major intercultural challenges that both teachers and students of multilingual classrooms currently face within the “cultural jungle” of New York City. These multilingual students are simultaneously learning English as the lingua franca and participating in an intercultural educational experience in order to become linguistically and interculturally competent global citizens.

A reflexive exploration of transposing comparative paradigms into scholarly and practical approaches in teacher education

This article examines the place of comparative and international education (CIE) scholarship and practice in teacher education (T.Ed.). In this regard, CIE scholarship is instrumental in revealing the functioning, organization, importance and interconnectedness of teaching, as a profession, and teacher education, as the conduit to that profession, across national and cultural settings. As teacher education programs and teacher educators continue their work in imparting robust and sound pedagogical knowledge, they also need to acknowledge the enriching nature of a comparative perspective in the scholarship and practice on teacher education. Thus, including comparative methods in examining teacher education both within and across a program’s national borders offers teachers-to-be a window into an array of teaching practices in a global setting. Developing an awareness, interest and inclination toward a comparative perspective-taking in teacher education is paramount in forming the new generations of teachers and researchers on teacher education. At the same time, teacher education programs benefit from research collaborations across national and cultural settings, allowing them the possibility to co-learn what approaches may work in meaningfully adjusting their curricular organization to prepare teachers for an interconnected world in which their students truly become global citizens.

Global citizenship education in Nepal

The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.

Developing Global Citizens through International Studies: Enhancing Student Voices and Active Learning in Short-Term Study Abroad Courses

Educating global citizens has become part of higher education in international studies. Scholars argue that education includes having a global worldview that critically evaluates complex challenges in an ever-changing environment. Most agree that something more than classroom lecture is required to transform students’ perspectives, but debates exist about exactly what “more” means. Short-term study abroad courses have evolved as one way to offer a global experience to students, especially those who must balance work, school, and family life while also facing the economic restraints of higher education. These programs, however, have been criticized as providing little more than a voyeuristic view into the lives of others with no real experience with cultures, development of global citizenship, or true engagement with global issues. This study assesses the impact of a short-term study abroad program on students’ perceptions of their role as global citizens and identifies pedagogical tools that increase the likelihood that students will embrace global citizenship as a transformative learning experience. Using reflection papers and photo elicitation, this article shows that immersive short-term study abroad experiences that include extensive community engagement have the potential to change students’ perception of the world and the way they see their role in it.

Practice on CSU-CCECC-ABU Cooperation Mode

Student exchange program has been an integral part of higher education, which is popularly known as international joint-, double-, and combined-degree programs, which perform an important role in which its strategic plan is aimed to allow students to become true global citizens. Educational Internationalization strategy brings important benefits to individuals, institutions, and the nation’s education systems. The international student exchange program is not only a powerful tool in strengthening the relationship between two institutions but also helps in building the social, political, and economic development of the partner nations. Also, it is among the most cost-effective ways to project influence around the world. Educational cooperation on student’s exchange has been of positive impact on the status of any country, institution, and students which has directly influenced the society at its eminent background for an only positive outcome and a brighter future. The maiden practice of CSU-CCECC-ABU cooperation was in line with the mission of both universities to deeply promote collaborative innovations to meet the needs and challenges of both Nigeria, the Peoples Republic of China, and the rest of the world.This paper first outlined the background concepts and explicitly analyzed the pattern of cooperation practice, research on the National, University, and Students benefits respectively. Second, it provided a comprehensive description of challenges faced by exchange students during their stay in China. Third, suggestions were also provided on how to improve and sustain the educational cooperation practice of the joint degree program. Furthermore, it provides the current status of the CSU-CCECC-ABU cooperation practice. Finally, the paper provides directions to subsequent research studies.