Expand your intercultural competence By integrating into the local environment while abroad, you will understand the elements important to members of other cultures in relation to their history, values, politics, communication, economy, food, traditions and beliefs. Studying for a master's degree abroad offers a fantastic opportunity to improve your language skills. When you are completely immersed in a foreign culture, you are forced to interact and communicate in a language other than your native language. This language immersion deepens your understanding of culture, facilitates meaningful connections with locals, and opens new paths for personal and professional growth, whether you learn the local language or increase your command of a widely used international language such as English.
Studying abroad offers incredible opportunities for personal growth, academic enrichment, and intercultural experiences. For international students looking to pursue a degree in the UK, developing cultural awareness is key to maximizing their educational journey. By embracing the richness of the UK's diverse society, international students can foster meaningful connections, excel academically and thrive in their new environment. Studying abroad also has many benefits for your personal, intellectual and emotional life.
Immersing yourself in another culture can greatly expand your worldview, giving you wisdom, confidence, and maturity. Keep reading to discover three ways that studying in Italy can broaden your perspective and improve your life. The authors designed an intercultural learning unit that promotes empathy and perspective-taking to improve intercultural competence. In a study conducted by Behrnd and Porzelt (2011), having been abroad increased the intercultural competence of students studying abroad and made intercultural training more beneficial for them.
In the reflective activity (RVL), students were asked to assign video recordings to a stage of intercultural sensitivity. These variables are associated with increased intercultural competence and it is particularly important to discover ways to support them, especially in the population of people who are experiencing a new context of cultural diversity and intercultural communication for the first time (i). This study investigated the effectiveness of an intervention aimed at improving intercultural competence by encouraging students studying abroad to reflect on their own significant experiences by monitoring and analyzing critical incidents. The present study aims to evaluate the effectiveness of an intervention to improve intercultural competence in students studying abroad.
This is particularly relevant when considering how to structure study abroad experiences to promote and support the development of intercultural competence based on cultural encounters and student misunderstandings. According to the AnCoVAs, the group was not significantly associated with post-test scores in terms of orientation to the origin or host culture, nor to the applicable or conceptual knowledge of intercultural competence. The main theoretical model of this construct is the Model for the Development of Intercultural Sensitivity (DMIS, Bennett, 198), which describes the progression of development from ethnocentrism (i). By adapting to new environments, communicating across cultures, and engaging in intercultural interactions, you develop empathy, open-mindedness, and the ability to bridge cultural divides, essential skills for citizens of the world.
Despite the limitations, the present study contributes to the literature on the intercultural competence of students studying abroad in several ways. Students were asked to rate their proficiency in Italian on a scale from 1 (“I have never studied or spoken Italian”) to 7 (“excellent”). Opportunities for reflection may also depend on the qualifications of teaching staff to manage an international classroom; therefore, more research is needed on ways to improve intercultural competence through specific interventions integrated into study abroad programs. .
