English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This research considers the value of an embedded intercultural experience and if it is critical to the development of intercultural knowledge and awareness. Undergraduate students’ obtainment of intercultural knowledge and awareness were tested under three conditions: (1) students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills (no travel component); (2) students in a course intentionally designed to develop intercultural self-awareness and intercultural related critical thinking skills (including an embedded one-week travel component); and (3) students in a course not specifically designed to develop intercultural self-awareness and intercultural related critical thinking skills (including an embedded one-week travel component). The initial findings suggest that, on average, students who enrolled in courses with the intention of building intercultural competence experienced a positive change in intercultural learning, while students in the course not specifically designed to develop intercultural learning, on average, experienced no change in intercultural learning as measured by the intercultural development inventory (IDI). The results support other findings indicating that immersion in another culture only may not create an opportunity for intercultural learning. This finding reinforces the need for intentional learning opportunities before, during, and after a study-away immersion. However, the omission of an embedded experiential learning opportunity may not lessen intercultural learning.

Exploring If an Embedded Study-away Experience Impacts Change in Undergraduate Students’ Intercultural Competence and Awareness