View in EDS HTML Full Text PDF Full Text

Intercultural Experience under the China-Korea Cooperative Teaching Model: A Phenomenological Study of College Students Majoring in Animation

Saved in:
Bibliographic Details
Title: Intercultural Experience under the China-Korea Cooperative Teaching Model: A Phenomenological Study of College Students Majoring in Animation
Language: English
Authors: Lei Song, Peng Yang, Xiaowen Liu (ORCID 0009-0000-3735-1734)
Source: Asia-Pacific Education Researcher. 2025 34(3):1011-1020.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, International Educational Exchange, Student Experience, Cultural Awareness, International Cooperation, Multicultural Education, Animation, Art Education, Cultural Differences
Geographic Terms: China, South Korea
DOI: 10.1007/s40299-024-00916-4
ISSN: 0119-5646
2243-7908
Abstract: Higher education cooperation has emerged as a prominent trend in educational exchange. This phenomenological study aims to interpret students' intercultural experiences and the transformation of intercultural competence under a China-Korea cooperative teaching model. Group interviews with 25 students were conducted to explore their intercultural experiences and the process of their intercultural competence development under the cooperative teaching model. The results reveal that the students' intercultural experiences come from classroom and non-school-related activities. Intercultural experience in the classroom mainly derives from the teachers' cultural differences and their intercultural knowledge, while the sources of non-school activities are diverse, covering many aspects of the students' daily lives. The development of the students' intercultural competences can be categorized into four stages: (1) the awakening of intercultural awareness, (2) intercultural knowledge improvement, (3) intercultural skills enhancement, and (4) willingness to intercultural attitudes. The findings of this study reveal that international cooperation in animation education can help enrich students' intercultural experience and enhance their intercultural competence by providing an intercultural educational context, thereby helping students understand and appreciate multicultural art and conduct intercultural communication through animation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488264
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFtl5f71uHoIixLi20g7boyAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEA9fhu00pPrbpY8UAIBEICBmgEmOslZ643ot1DReQgRBQBhD_-ekSrd83HxtD3QYDCXV4VecY5aCUclkskVssBa0i4e7bhAehV_y-_Qyuzw5kNy0NJRG9_zXCryN1ZjFnlYijCkyy_fomoJ5E-8q2Wc07vqIdXWQU5kpE6IJvaNgogaEHgksChFBoaS9Q1Abwom-kSGR8g1FasVCrbeDaWkveuTYlyhIFnTYcY=
Text:
  Availability: 1
  Value: <anid>AN0184992689;[gchw]01jun.25;2025May09.01:30;v2.2.500</anid> <title id="AN0184992689-1">Intercultural Experience Under the China–Korea Cooperative Teaching Model: A Phenomenological Study of College Students Majoring in Animation </title> <p>Higher education cooperation has emerged as a prominent trend in educational exchange. This phenomenological study aims to interpret students' intercultural experiences and the transformation of intercultural competence under a China–Korea cooperative teaching model. Group interviews with 25 students were conducted to explore their intercultural experiences and the process of their intercultural competence development under the cooperative teaching model. The results reveal that the students' intercultural experiences come from classroom and non-school-related activities. Intercultural experience in the classroom mainly derives from the teachers' cultural differences and their intercultural knowledge, while the sources of non-school activities are diverse, covering many aspects of the students' daily lives. The development of the students' intercultural competences can be categorized into four stages: (<reflink idref="bib1" id="ref1">1</reflink>) the awakening of intercultural awareness, (<reflink idref="bib2" id="ref2">2</reflink>) intercultural knowledge improvement, (<reflink idref="bib3" id="ref3">3</reflink>) intercultural skills enhancement, and (<reflink idref="bib4" id="ref4">4</reflink>) willingness to intercultural attitudes. The findings of this study reveal that international cooperation in animation education can help enrich students' intercultural experience and enhance their intercultural competence by providing an intercultural educational context, thereby helping students understand and appreciate multicultural art and conduct intercultural communication through animation.</p> <p>Keywords: Intercultural experience; Intercultural competence; Cooperative teaching; Animation; Education Curriculum and Pedagogy Specialist Studies In Education Studies in Human Society Sociology</p> <p>Copyright comment Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</p> <hd id="AN0184992689-2">Introduction</hd> <p>In the context of globalization, with organizations such as UNESCO and the International Association of Universities emphasizing the internationalization of higher education (De Wit & Altbach, [<reflink idref="bib5" id="ref5">5</reflink>]), transnational higher education has emerged as a prominent trend in educational exchange. The collaboration in transnational higher education presents novel opportunities for educational development across countries by fostering stronger ties between institutions, facilitating student and teacher exchanges, optimizing resource sharing, and promoting innovative advancements in higher education (Krechetnikov et al., [<reflink idref="bib21" id="ref6">21</reflink>]). In Asian countries such as China and Japan, before expanding into multidisciplinary cooperation and exchange, the internationalization of higher education initially involved incorporating Western academic ideas and standards (Mok, [<reflink idref="bib25" id="ref7">25</reflink>]). As higher education continues to be globalized at an accelerated pace, students' intercultural experiences are influenced by collaborative teaching processes involving faculty members from diverse backgrounds. Consequently, students engage with diverse cultural experiences throughout this process (Perez-Encinas & Rodriguez-Pomeda, [<reflink idref="bib28" id="ref8">28</reflink>]).</p> <p>Since the establishment of diplomatic relations between China and Korea in 1992, educational cooperation has significantly expanded. According to a 2018 survey, over 200 Chinese universities have engaged in inter-university collaborations with more than 300 Korean universities (Park, [<reflink idref="bib27" id="ref9">27</reflink>]). The cooperative teaching model used by China and Korea encompasses various aspects of students' learning experience. For instance, the involvement of teachers from various nationalities in this model enriches classroom activities and fosters diverse teacher–student interactions (Wilkins, [<reflink idref="bib33" id="ref10">33</reflink>]). The Chinese students also engage with Korean culture during their learning process, due to the participation of Korean teachers.</p> <p>Applying a phenomenological research method, this study conducted group interviews with 25 students to gain an overall understanding of their intercultural experiences and subsequently interpreted the responses regarding these experiences under the China–Korea cooperative teaching model (CKCTM).</p> <hd id="AN0184992689-3">China–Korea Cooperative Teaching Model: Intercultural Education Context</hd> <p>Cooperative teaching is also known as "collaborative teaching" or "team teaching." Shaplin ([<reflink idref="bib29" id="ref11">29</reflink>]) explained that cooperative teaching involves a team of two or more teachers who work together to plan and collaborate on a course or subject. Gately and Gately ([<reflink idref="bib11" id="ref12">11</reflink>]) argued that cooperative teaching comprises six dimensions: interpersonal communication, faculty scheduling, curriculum familiarity, curriculum alignment, lesson plan presentation, and classroom management and evaluation. Lin ([<reflink idref="bib22" id="ref13">22</reflink>]) stated that cooperative teaching is an innovative instructional design that can make learning a joint activity between teachers and students. Slavin ([<reflink idref="bib30" id="ref14">30</reflink>]) also stated that cooperative teaching requires attention to the full cooperation of teachers and students, in addition to the cooperation between teachers.</p> <p>Most of the current research on the cooperative teaching of transnational teachers has focused on the field of language learning. Maletina et al. ([<reflink idref="bib23" id="ref15">23</reflink>]) and Taşdemir and Yıldırım ([<reflink idref="bib31" id="ref16">31</reflink>]), for example, suggested that cooperative teaching can provide students with diverse learning experiences in language learning. Huang ([<reflink idref="bib17" id="ref17">17</reflink>]) argued that the Chinese–foreign teachers' cooperative teaching model not only influences students' intercultural competence to a certain extent but also establishes an educational context for intercultural learning by providing an equitable platform for intercultural communication to support the development of such competence. As the teaching methods, curriculums, and activities of the CKCTM affect its students' learning experiences, the Chinese students inevitably engage with Korean culture throughout the learning process by participating in cultural exchange activities during the program, thereby gaining intercultural experience and developing intercultural competence.</p> <p>The concept of intercultural education was formally introduced by UNESCO in 1992, when the inclusion of intercultural education within cultural education was acknowledged. "Intercultural education" generally refers to programs, courses, or activities designed for all learners that promote respect for cultural diversity and international understanding (UNESCO, [<reflink idref="bib32" id="ref18">32</reflink>]). The aim of such education should be for students to evolve from only understanding their own culture to appreciating the cultures of neighboring peoples and, ultimately, to appreciating cultures globally (Grant & Portera, [<reflink idref="bib15" id="ref19">15</reflink>]; Zhao, [<reflink idref="bib35" id="ref20">35</reflink>]). Grant and Portera ([<reflink idref="bib15" id="ref21">15</reflink>]) further underscored the significance of implementing intercultural education and multicultural education and their pivotal role as conduits for communication in the context of globalization. The context of intercultural education serves as a backdrop for this study's development.</p> <hd id="AN0184992689-4">Current Study</hd> <p>Chinese students' intercultural experiences are stimulated throughout the process of engaging with Korean culture within the framework of intercultural education. Falk and Dierking ([<reflink idref="bib9" id="ref22">9</reflink>]) contended that students' learning is influenced by the personal, material, and sociocultural factors within specific contexts. Through their interactions with the sociocultural milieu, students actively construct meanings. Consequently, continuous interaction with the intercultural learning environment shapes students' intercultural experiences. Wu et al. ([<reflink idref="bib34" id="ref23">34</reflink>]) pointed out that the cooperative teaching model used by Chinese and foreign teachers working together provides students with an intercultural environment that shapes their intercultural experiences. Furthermore, Aba ([<reflink idref="bib1" id="ref24">1</reflink>]) explained that universities must provide students with diverse intercultural experiences to enhance their intercultural competence, as they are not a natural outcome of higher education. "Intercultural competence" refers to the ability of people from different language and cultural backgrounds to use effective and appropriate communication methods to transcend such differences and establish and maintain relationships (Mu et al., [<reflink idref="bib26" id="ref25">26</reflink>]). In intercultural theory, scholars classify intercultural competence into four components: awareness, knowledge, skills, and attitudes (Deardoff, [<reflink idref="bib6" id="ref26">6</reflink>], [<reflink idref="bib7" id="ref27">7</reflink>], [<reflink idref="bib8" id="ref28">8</reflink>]; Fantini, [<reflink idref="bib10" id="ref29">10</reflink>]).</p> <p>The specific process through which students generate intercultural experiences is exemplified in Gill's ([<reflink idref="bib13" id="ref30">13</reflink>]) qualitative investigation of a cohort of Chinese postgraduate students studying in the UK, focusing on their intercultural experiences. Conducting an ethnographic and narrative analysis over the course of one year, he observed that the students' intercultural learning experiences had transformative effects on their knowledge, values, and worldviews. The study suggested that these experiences encompass three stages: initial stress and anxiety arising from adapting to a new cultural environment; subsequent adjustment to meet social and academic expectations within a given cultural and educational framework; and, ultimately, self-identity changes leading to the development of intercultural competence (Fig. 1). Furthermore, this research elucidated the significance of intercultural learning experiences for fostering students' intercultural competence while also presenting a cyclical developmental model based on previous studies (Fig. 2). As depicted in Fig. 2, students' intercultural learning experiences continually evolve in an ascending pattern, with each experience contributing to their upward learning trajectory. Initially influenced by prior learning experiences, students are subsequently shaped by various factors including the intercultural environment as well as sociocultural and psychological elements. Finally, they critically reflect upon their acquired knowledge, thereby further transforming their perceptions regarding their learning journey. This study investigated how environmental factors contribute significantly to shaping students' learning experiences.</p> <p>Graph: Fig. 1 Interconnected facets of the intercultural learning process (Gill, [<reflink idref="bib13" id="ref31">13</reflink>])</p> <p>Graph: Fig. 2 The cyclical process of intercultural learning (Gill, [<reflink idref="bib13" id="ref32">13</reflink>], adapted from Kolb & Fry, [<reflink idref="bib20" id="ref33">20</reflink>]; Kolb, [<reflink idref="bib19" id="ref34">19</reflink>])</p> <p>A recent series of studies has revealed the relationship between intercultural experience and intercultural competence. Guillén-Yparrea and Ramírez-Montoya ([<reflink idref="bib16" id="ref35">16</reflink>]) conducted a systematic review of the literature related to intercultural competence from 2016 to 2021. The results showed that international cooperation was important for the development of the participant students' intercultural competence and was related to their intercultural experience and collaborative learning. Ghantous and Belkhiria ([<reflink idref="bib12" id="ref36">12</reflink>]) verified that students' participation in direct or indirect intercultural communication activities could help improve their intercultural awareness, knowledge, skills, and attitudes in a university intercultural experience project without traveling abroad. They also pointed out that the degree of improvement was related to the diversity of the students' intercultural interactions. Bultseva and Lebedeva ([<reflink idref="bib2" id="ref37">2</reflink>]) further clarified the relationships between intercultural experience, ability, and creativity. From a survey of college students, they found that the attitude and skills involved in intercultural competence played a mediating role between the students' intercultural experience and competence and that improvements in intercultural competence enhanced the students' creativity. Furthermore, in a rare study on intercultural experience and artistic creativity, Huang ([<reflink idref="bib18" id="ref38">18</reflink>]) explored students' intercultural experiences through painting, emphasizing that art provides imaginative space for art education research. However, this study did not reveal the significance of students' intercultural experiences for their artistic creation.</p> <p>There has been limited research focusing on the intercultural experiences of students in art-related majors, specifically in animation. Through art, students from different countries can better understand and appreciate their cultural differences, and intercultural education can promote cultural exchange and understanding between countries, and benefit global art education. Therefore, this study aimed at interpreting students' intercultural experiences and identifying the transformations in their intercultural competence resulting from cooperative teaching, addressing the following two questions:</p> <p>RQ1: What are the intercultural experiences of students in the CKCTM?</p> <p>RQ2: What is the process of students' intercultural competence development?</p> <hd id="AN0184992689-5">Methodology</hd> <p>This qualitative study adopted phenomenology as its theoretical framework (Crotty, [<reflink idref="bib4" id="ref39">4</reflink>]; Maxwell, [<reflink idref="bib24" id="ref40">24</reflink>]). Phenomenological research entails a thematic examination of data by elucidating the consciousness of and experiences related to a phenomenon by one or more individuals. This approach aims to gain a profound understanding of participants' perspectives on and encounters with the specific phenomenon under investigation, thereby obtaining enhanced insights into the topic and drawing meaningful inferences.</p> <p>Giorgi and Giorgi ([<reflink idref="bib14" id="ref41">14</reflink>]) argued that phenomenological research enables systematic and profound analytical thinking regarding conscious experiences, leading to an understanding of social reality description and uncovering the symbolic meanings underlying subjective emotions. Following their phenomenological research methodology, this study initially conducted group interviews with students and subsequently analyzed the interview transcripts to obtain a comprehensive understanding of their intercultural experiences. Then, significant utterances related to these experiences were condensed into themes, which were further connected to individual units and interpreted hierarchically. Finally, the intercultural experiences of the students under the CKCTM were integrated and interpreted.</p> <hd id="AN0184992689-6">Participants</hd> <p>This study focused on students majoring in animation in the China–Korea cooperative program at the Hubei Institute of Fine Arts, which was co-organized by the Hubei Institute of Fine Arts (China) and Hanseo University (Korea). The criteria for the selection of students were as follows: (<reflink idref="bib1" id="ref42">1</reflink>) senior students in this program were selected to ensure that all of the participants possessed sufficient experience to articulate their intercultural experiences; (<reflink idref="bib2" id="ref43">2</reflink>) the students were required to have been admitted to the program in 2018 or 2019, following the college entrance examination from various provinces of China; and (<reflink idref="bib3" id="ref44">3</reflink>) the participants must have expressed their willingness to share their experiences. The purposive sampling method was used to conduct interviews with five groups of students, each comprising five individuals, resulting in a total sample size of 25 participants. A sample size between five and 25 is recommended for phenomenological research methodology, according to Creswell ([<reflink idref="bib3" id="ref45">3</reflink>]).</p> <hd id="AN0184992689-7">Instrument</hd> <p>The present study applied a semi-structured interview protocol, which was refined in collaboration with five of the participants during the pre-study phase to enhance the comprehensibility of the interview questions. An interview guide was developed for the study and is provided in Appendix 1. The semi-structured interview themes were: (<reflink idref="bib1" id="ref46">1</reflink>) intercultural experiences (both in the classroom and outside of school and including their possible effects on the students), (<reflink idref="bib2" id="ref47">2</reflink>) intercultural competence (i.e., their feelings about encountering cultural differences, the process of learning a foreign culture, intercultural adaptation and communication, and their willingness to further explore cultural diversity). Additionally, a comprehensive explanation of the study was provided to the participants prior to the interviews, facilitating their recollection through retrospective techniques and utilization of past visual stimuli.</p> <hd id="AN0184992689-8">Procedures</hd> <p>Group interviews were conducted with five students in each of five groups, and each interview lasted about one hour, during which time the students could speak freely and share their intercultural experiences by answering the interview questions.</p> <hd id="AN0184992689-9">Data Explicitation</hd> <p>Following Giorgi and Giorgi's ([<reflink idref="bib14" id="ref48">14</reflink>]) phenomenological research steps, the data explicitation of this study was performed in five steps: (<reflink idref="bib1" id="ref49">1</reflink>) collecting data through interviews following a phenomenological method; (<reflink idref="bib2" id="ref50">2</reflink>) reading of the interview script as a whole to look for a sense of wholeness, then identifying possible themes; (<reflink idref="bib3" id="ref51">3</reflink>) analyzing descriptions of significant importance and extracting and re-grouping into meaningful units; (<reflink idref="bib4" id="ref52">4</reflink>) describing the meaningful units and transforming them into descriptive expressions; (<reflink idref="bib5" id="ref53">5</reflink>) reflecting on the interviewees' thoughts, feelings, and reactions to discover commonalities and relationships, interpreting the essential structure that constitutes the phenomenon, and forming themes.</p> <p>The researcher coded the transcripts generated from the audio recordings, and the interview text was subjected to phenomenological reduction using a repertory grid (see Table 1). This revealed the essence of the text data, specifically by annotating and analyzing the content deemed meaningful for this study. The original data were coded in NVivo, then the coded sections were analyzed and classified. This study focused on two mega-themes: students' intercultural experiences and their intercultural competence. During the classification process, similar or identical codes were merged from the three levels of themes (i.e., mega-themes, themes, and sub-themes).</p> <p>Table 1 Repertory grid for emerging the themes</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Mega-themes</p></th><th align="left"><p>Themes</p></th><th align="left"><p>Sub-themes</p></th><th align="left"><p>Significant statements</p></th></tr></thead><tbody><tr><td align="left" rowspan="2"><p>Intercultural experiences</p></td><td align="left" rowspan="2"><p>Intercultural experiences in the classroom</p></td><td align="left"><p>Teaching strategies and methods</p></td><td align="left"><p>They were good at using different media, such as integrating virtual reality in the teaching to enrich the diverse expressions of animation forms. (A20211105)</p></td></tr><tr><td align="left"><p>Classroom etiquette</p></td><td align="left"><p>Korean educators demonstrate a heightened emphasis on etiquette within the instructional process. (B20211115)</p></td></tr><tr><td align="left" /><td align="left" /><td align="left"><p>Knowledge of multi-culture</p></td><td align="left"><p>Chinese courses would talk about Greek mythology, the Rococo period, and so on. (A20211105)</p></td></tr><tr><td align="left" /><td align="left"><p>Non-school-related intercultural experiences</p></td><td align="left"><p>Oversea animation</p></td><td align="left"><p>They watch Korean dramas and animation in their free time and learn about Korean culture and customs. (E20211129)</p></td></tr><tr><td align="left" /><td align="left" /><td align="left"><p>Oversea travels</p></td><td align="left"><p>While visiting Korea, we could see the connection between Korean and Chinese cultures. (B20211115)</p></td></tr><tr><td align="left" /><td align="left" /><td align="left"><p>International exhibitions</p></td><td align="left"><p>I like to visit Western art exhibitions, such as the Monet exhibition, and we also watch some bloggers' sharing of different cultures. (A20211105)</p></td></tr><tr><td align="left" /><td align="left" /><td align="left"><p>International competitions</p></td><td align="left"><p>I try to understand how artists from other countries express their views and opinions. (B20211110)</p></td></tr></tbody></table> </ephtml> </p> <p>By conducting a qualitative study, the researcher also aimed to enhance the validity of the results through multiple methods. The study was designed to describe the intercultural experiences and the process of intercultural competence development of the participating students. During the research process, no bias, assumptions, or prior experiences were brought into play, and efforts were made to present the research findings objectively, providing accurate descriptions and interpretations of the students' intercultural experiences. The study also used participant checking, wherein the transcribed interview transcripts and research findings were promptly shared with the interviewees for feedback to verify the authenticity and validity of the data.</p> <hd id="AN0184992689-10">Findings</hd> <p></p> <hd id="AN0184992689-11">Intercultural Experience</hd> <p></p> <hd id="AN0184992689-12">Intercultural Experiences in thr Classroom From Diverse Teaching and Learning</hd> <p>The findings from the interviews revealed that the students' intercultural experiences in the classroom were influenced by both the diverse teaching strategies and methods used by their Korean teachers, classroom etiquette and the incorporation of artistic creations or animation styles from various countries and regions by Chinese and Korean teachers (Huang, [<reflink idref="bib17" id="ref54">17</reflink>]; Maletina et al., [<reflink idref="bib23" id="ref55">23</reflink>]; Wu et al., [<reflink idref="bib34" id="ref56">34</reflink>]).</p> <p>For teaching strategies and methods, Student A (A20211105) believed that Korean teachers emphasized project-based teaching to connect animation teaching in class to the animation industry. Through field research cooperating with animation production companies, students could have a deeper understanding of the entire animation production process and stimulated their interest in artistic creations. Student B (A20211105) stressed Korean teachers' integration of technology in the class. He pointed out, "I learned a lot on animation software from the Korean classes. They were good at using different media, such as integrating virtual reality in the teaching to enrich the diverse expressions of animation forms." Student M (C20211115) noted that, unlike Chinese teachers, Korean teachers preferred using seminar-style discussions, the classroom atmosphere was more active.</p> <p>In the meantime, classroom etiquette varied. Student N (C20211115) expressed that "due to different cultural backgrounds, the hierarchy between the teachers and students was more obvious than for the Chinese teachers." Student I (B20211115) also highlighted, "Korean educators demonstrate a heightened emphasis on etiquette within the instructional process, exemplified by respectful bowing when engaging with teachers, presenting assignments with both hands, and fostering collective enthusiasm through synchronized slogans during lectures."</p> <p>In addition, in regard to the knowledge of multi-culture, Student T (D20211123) said that "Korean teachers would introduce some foreign animation cases in class," which also helped the students learn about the animation creation styles in various cultural contexts. Some of the students also noted that they had gained intercultural experiences from the Chinese curriculum. For example, Student D (A20211105) stated, "Chinese courses would talk about Greek mythology, the Rococo period, and so on, and I was able to select the cultural elements for artistic creations."</p> <p>It is evident that the intercultural environment in higher education was of great significance to the students' intercultural experiences, especially the teaching strategies, methods, etiquette and multi-cultural knowledge in the classroom may have promoted their intercultural cognition (Aba, [<reflink idref="bib1" id="ref57">1</reflink>]).</p> <hd id="AN0184992689-13">Non-School-Related Intercultural Experiences in an Internationalized Context</hd> <p>The interview results indicated that the sources of the students' non-school-related intercultural experiences were more diversed. First, some of the students mentioned foreign movies and animation related to their daily lives; for example, Student O (C20211123), Student Q (D20211129), and Students V, W, and Y (E20211129), who said that they watch Korean dramas and animation in their free time and learn about Korean culture and customs. Student S (D20211123) shared his creative experience on an international movie website, stating, "After sharing my work on the Internet, I often received messages from foreign netizens and communicated with them so that I could know their thoughts." This suggested that the students were the receivers of new media and that media creators also interacted interculturally.</p> <p>Second, some of the students had also participated in international competitions. For example, Student G (B20211110) shared her experience:I try to understand how foreign artists express their views and opinions. Chinese ink painting is freehand, such as depicting flowers, birds, and lakes, while foreign artworks are very colorful, innocent, and creative. For example, a Norwegian painter presented a unique Nordic landscape through painting, which vividly shows the northern lights.</p> <p>Third, the students were also keen to visit foreign art exhibitions. For example, Student C (A20211105) said:I like to visit Western art exhibitions, such as the Monet exhibition, and we also watch some bloggers' sharing of different cultures, which helps us to learn about the cultures and art of different countries.</p> <p>Fourth, some of the students had also gained intercultural experiences during their international travels. Student J (B20211115) had traveled to Korea and Hanseo University and deepened his knowledge of Korean culture there. He noted that Chinese and Korean cultures have similarities and significant differences in some areas, stating, "While visiting Korea, we could see the connection between Korean and Chinese cultures, such as similarities in architectural style, folklore, etc. Still, there was a clear difference between behaviors, such as social etiquette, way of thinking, etc."</p> <p>Thus, the students' intercultural experiences exhibited great diversity. Such non-school-related intercultural experiences as those described in the interviews facilitated communication and interaction while fostering the students' intercultural understanding and shaping their worldviews (Ghantous & Belkhiria, [<reflink idref="bib12" id="ref58">12</reflink>]; Mu et al., [<reflink idref="bib26" id="ref59">26</reflink>]).</p> <hd id="AN0184992689-14">Intercultural Competence</hd> <p></p> <hd id="AN0184992689-15">The Awakening of Intercultural Awareness</hd> <p>One cultural difference that the students noted in the cooperative teaching stemmed from the Korean teachers, as noted by student K (C20211115):I could feel the Korean teacher's enthusiasm for the teaching. For example, he introduced some Korean culture and his works in the course. I also searched on the Internet to further understand Korean culture and animated works.</p> <p>Furthermore, some of the students had been awakened to intercultural awareness by participating in international competitions, visiting art exhibitions, browsing foreign artworks, and traveling abroad. Notably, several of them used the phrase "experiencing the diversity of the world" (Students G, H, and J, B20211110) in the same way. Among them, Student H (B20211110) noted, "After learning about cultural differences while appreciating the artworks, I realized that some of the cultures were similar and connected." Thus, art stimulated the students' intercultural awareness (Bultseva & Lebedeva, [<reflink idref="bib2" id="ref60">2</reflink>]; Huang, [<reflink idref="bib18" id="ref61">18</reflink>]).</p> <hd id="AN0184992689-16">Intercultural Knowledge Improvement</hd> <p>An analysis of the participants' responses revealed that their understanding of intercultural knowledge primarily encompassed dimensions such as history and culture, social etiquette, lifestyles, values, and artistic styles. Among these dimensions, there was a greater emphasis on history and culture. For instance, Student H (B20211110) provided an example wherein they had explored the cultures and histories of various countries while delving into the intrinsic connections between them.I realized that there are similarities and connections among various of cultures. For example, I found that different cultures have similar legends about flood events. In Chinese context, there is the legend of how King Yu tamed the flood; in Catholicism, there is the legend of Noah's ark. Even in Mesopotamia, there is a legend of two river basins' flooding the world. So, I found that there is a common thread in many cultures, but told in different ways.</p> <p>While their knowledge of social etiquette mainly came from their Korean classes, their understanding of lifestyles and values mainly came from traveling abroad. For example, Student F (B20211115) pointed out that "the Korean teachers' lectures made me realize the cultural etiquette of Korea, and in particular, they further deepened my knowledge of social etiquette and learned to respect and understand each other more in the process of getting along with the Korean teachers."</p> <p>Moreover, the results indicated that the avenues through which students can gain insights into diverse art styles from various countries are multifaceted. For example, Student G (B20211110) had learned about the art styles used in different countries for comic illustration when participating in an international comic illustration competition, and Student D (A20211105) had deepened her understanding of various art styles and genres during visits to art exhibitions and browsing the videos on the Internet explaining different art genres.</p> <p>In conclusion, the avenues through which the students had acquired intercultural knowledge were diverse, and the findings indicated that the students not only possessed a superficial understanding of intercultural knowledge but also had engaged in profound introspection through independent exploration, consciously broadening their understanding through their engagement with the realm of art (Bultseva & Lebedeva, [<reflink idref="bib2" id="ref62">2</reflink>]).</p> <hd id="AN0184992689-17">Intercultural Skills Enhancement</hd> <p>The intercultural skills of the students were primarily demonstrated through their ability to adapt to a different culture, effectively communicate with individuals from diverse cultural backgrounds or who spoke other languages, and their comprehensive understanding of unfamiliar cultures. Students K (C20211115) expressed, "Throughout the China–Korea cooperative teaching, the Korean teachers were significantly different from the Chinese teachers in their communication and interaction, due to their diverse cultural backgrounds, and accordingly, I was more considerate of the Korean classroom culture and etiquette when dealing with teacher-student relationships."</p> <p>Student J (B20211110) had also engaged in intercultural communication with the Korean teachers after class, such as by learning about Korean eating habits from them and teaching them simple Chinese during meals. Student S (D20211123) had also interacted with foreigners through online platforms for professional purposes. In addition, Student J (B20211110) stated, "When traveling abroad, I didn't understand the local culture and customs at first, but I would slowly explore the background of their cultural development and then respect the culture and customs during the trip."</p> <p>In summary, the CKCTM was found to have enhanced the students' intercultural skills (Ghantous & Belkhiria, [<reflink idref="bib12" id="ref63">12</reflink>]). However, there remained room for further improvement in terms of the breadth and depth of these skills (Ghantous & Belkhiria, [<reflink idref="bib12" id="ref64">12</reflink>]).</p> <hd id="AN0184992689-18">Willingness to Intercultural Attitudes</hd> <p>As their intercultural skills improved, the students exhibited a greater willingness to comprehend cultural differences and actively engage in intercultural communication. During the interviews, Students A, B, and C (A20211105) expressed their eagerness to participate in more intercultural exchanges, expressing a desire to visit Korea once the COVID-19 epidemic subsided. They also expressed a keen interest in acquiring a deeper understanding of the Korean language to facilitate meaningful conversations and interactions.</p> <p>Student G (B20211110) pointed out that when he appreciated animation works from other countries, he was "more willing to study works in different cultural contexts and think about the differences between Chinese and foreign works and how different cultures influence the creation of art." Furthermore, Student J (B20211110) stated, "I hope to incorporate traditional Chinese elements into my animation creation process and to communicate with audiences in other countries through online platforms to spread Chinese culture through artistic means."</p> <p>In summary, as a result of their experience with the CKCTM, the students demonstrated a willingness to engage in profound intercultural exchanges by prioritizing the enhancement of their intercultural skills. Furthermore, the students exhibited an eagerness to create localized animation as a means of facilitating cultural exchange.</p> <hd id="AN0184992689-19">Discussion</hd> <p>Based on the comprehensive explanation provided above, this study revealed that the students' intercultural experiences stemmed from cultural differences present in the classroom, as well as their activities outside the classroom and the students' independent explorations. The importance of establishing an intercultural education context for enriching students' intercultural experience and improve intercultural competence is evident (Huang, [<reflink idref="bib17" id="ref65">17</reflink>]; Maletina et al., [<reflink idref="bib23" id="ref66">23</reflink>]; Wu et al., [<reflink idref="bib34" id="ref67">34</reflink>]). Moreover, the students' intercultural experiences had a significant influence on their knowledge, creativity, and worldviews (Bultseva & Lebedeva, [<reflink idref="bib2" id="ref68">2</reflink>]; Gill, [<reflink idref="bib13" id="ref69">13</reflink>]; Huang, [<reflink idref="bib18" id="ref70">18</reflink>]).</p> <p>In regard to the process of the students' intercultural competence development, this study first verified that the components of intercultural competence are divided into awareness, knowledge, skills, and attitudes, consistent with previous research (Deardoff, [<reflink idref="bib6" id="ref71">6</reflink>], [<reflink idref="bib7" id="ref72">7</reflink>], [<reflink idref="bib8" id="ref73">8</reflink>]; Fantini, [<reflink idref="bib10" id="ref74">10</reflink>]). At the same time, the study found that the students' intercultural competence development underwent four stages. In the first stage, the students encountered intercultural experiences through the CKCTM, which led to the creation of their intercultural awareness. In the second stage, through continuous reflection and comparison, the students continued to develop their understanding of intercultural knowledge. In the third stage, the students conceptualized their intercultural knowledge to enhance their intercultural skills further. Finally, in the fourth stage, the students were willing to engage in more in-depth intercultural communication through learning and social engagement. This process of deepening intercultural perception should be cyclical since the students would continue to develop their intercultural competence with new intercultural experiences (Fig. 3). These findings are similar to Gill's ([<reflink idref="bib13" id="ref75">13</reflink>]) model of the cyclical development of intercultural learning experiences.</p> <p>Graph: Fig. 3 The cyclical process of students' intercultural experiences under the CKCTM</p> <p>The study also verified that diverse intercultural communication activities are conducive to developing students' intercultural competence (Ghantous & Belkhiria, [<reflink idref="bib12" id="ref76">12</reflink>]; Guillén-Yparrea & Ramírez-Montoya, [<reflink idref="bib16" id="ref77">16</reflink>]). For example, in terms of teacher–student interaction (Wilkins, [<reflink idref="bib33" id="ref78">33</reflink>]), the participant students had developed an awareness of cultural differences through communication with their Korean teachers. This enabled them to comprehend the teaching style of these teachers and adapt to various forms of etiquette prevalent in Korean classroom culture. Simultaneously, they deepened their understanding of Korean culture while engaging in self-exploration during these interactions.</p> <p>Furthermore, on the topic of animation education, the context of intercultural education allowed the students to think about the localization and internationalization of animation creation. Under the cooperative teaching program, the students were exposed in the classroom to animation creation styles under various cultural contexts. Furthermore, they were able to construct their own internationalized animation creation concepts by appreciating foreign films and animation and participating in international animation competitions. Due to the continuous improvement of their intercultural competence, the students also improved their creativity. For example, some of them had thought deeply about the influence of various cultural contexts on the style of animation creation, as well as about how to integrate Chinese cultural elements into their animation creation to make it more localized and to emphasize their self-identity as animation creators. This confirmed the close relationship between intercultural adaptation, intercultural competence, creativity, and self-identity construction through intercultural experience (Bultseva & Lebedeva, [<reflink idref="bib2" id="ref79">2</reflink>]; Gill, [<reflink idref="bib13" id="ref80">13</reflink>]; Huang, [<reflink idref="bib18" id="ref81">18</reflink>]).</p> <p>Finally, the students' intercultural experience had also helped shape their worldviews (Falk & Dierking, [<reflink idref="bib9" id="ref82">9</reflink>]; Gill, [<reflink idref="bib13" id="ref83">13</reflink>]). They realized the charm of multicultural art, which made them eager to explore other cultures. By understanding various forms of animation creation and unique artistic styles, the students realized the influence of interculture on artistic creation (Bultseva & Lebedeva, [<reflink idref="bib2" id="ref84">2</reflink>]; Huang, [<reflink idref="bib18" id="ref85">18</reflink>]).</p> <hd id="AN0184992689-20">Conclusion</hd> <p>This qualitative study aimed to reveal CKCTM students' general view of their intercultural experiences under the program. Through a phenomenological approach, it interpreted the participant students' intercultural experiences, then analyzed the process of their intercultural competence development under intercultural education.</p> <p>The research results showed that the students' intercultural experiences were diverse and stemmed from a variety of intercultural activities both inside and outside the classroom. The components of intercultural competence were found to be divided into awareness, knowledge, skills, and attitudes. Moreover, the transformation of the students' intercultural competence involved awakening intercultural awareness through experiencing cultural differences inside and outside the classroom, followed by exploration to acquire intercultural knowledge. This process further led to the acquisition of intercultural skills, including adaptation, communication, and understanding. Ultimately, the students were motivated to engage in more profound intercultural communication activities after enhancing their intercultural competence.</p> <p>It must be noted that this study only examined one international cooperation educational program. However, this study can serve as a reference for future studies with a broader scope, and future researchers could explore students' intercultural experiences in multiple disciplinary fields to obtain a more comprehensive overview of intercultural experiences.</p> <hd id="AN0184992689-21">Funding</hd> <p>Fundamental Research Funds for the Central Universities, CCNU24XJ026, Lei Song.</p> <hd id="AN0184992689-22">Data Availability</hd> <p>The datasets generated and analyzed during the current study are not publicly available due to the inclusion of private information and the extent of the informed consent provided by the participants but are available from the corresponding author upon reasonable request.</p> <hd id="AN0184992689-23">Declarations</hd> <p></p> <hd id="AN0184992689-24">Ethics Approval</hd> <p>The study was conducted in accordance with the Declaration of Helsinki, and The research plan was evaluated and accepted by the Human Research Ethics Committee (HREC) of the Education University of Hong Kong. The ethics committee provided an ethics approval statement on May 31, 2021.</p> <hd id="AN0184992689-25">Informed Consent</hd> <p>The interviewees provided their written, informed consent to participate before the study was conducted and after they were informed of their rights and the ways in which their data would be stored and used.</p> <hd id="AN0184992689-26">Appendix 1</hd> <p></p> <hd id="AN0184992689-27">Interview Guide</hd> <p></p> <hd id="AN0184992689-28">Information and Reminders Before Starting the Recording:</hd> <p>Introduction and thank you for participating.</p> <p>Information about the research topic, background, and interview process.</p> <p>Personal information will not be asked and sharing it should be avoided.</p> <p>The interview will be audio recorded.</p> <p>The consent form will be stored.</p> <p>Any questions?</p> <hd id="AN0184992689-29">Recording Starts</hd> <p></p> <hd id="AN0184992689-30">Intercultural Experience</hd> <p>What was your intercultural experience during the learning process of the China-Korea Cooperative Teaching Model?</p> <p></p> <ulist> <item> Intercultural experiences in the classroom?</item> <p></p> <item> Intercultural experience after-school?</item> <p></p> <item> The possible impacts on your learning process from Korean teachers' teaching?</item> <p></p> <item> The possible impacts on Korean culture or other foreign cultures to you?</item> </ulist> <hd id="AN0184992689-31">Intercultural Competence</hd> <p>How do you feel about the changes in your intercultural competence during these intercultural experiences?</p> <p></p> <ulist> <item> –About encountering cultural differences?</item> <p></p> <item> –About the learning process of a foreign culture?</item> <p></p> <item> –About intercultural adaptation and communication?</item> <p></p> <item> –About the willingness to further explore cultural diversity?</item> </ulist> <hd id="AN0184992689-32">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0184992689-33"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Aba D. Addressing intercultural experience and academic mobility in higher education. Journal of Intercultural Communication Research. 2016; 45; 6: 487-502. 10.1080/17475759.2016.1236032</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Bultseva MA, Lebedeva NM. The role of intercultural competence, in the relationship between intercultural experiences and creativity among students. International Journal of Intercultural Relations. 2021; 82: 256-264. 10.1016/j.ijintrel.2021.04.010</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Creswell JW. Research design: Qualitative, quantitative, and mixed methods approaches. 20033; Sage Publications</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> Crotty MJ. The foundations of social research: Meaning and perspective in the research process. 19981; Sage Publications Ltd.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> De Wit H, Altbach PG. Internationalization in higher education: Global trends and recommendations for its future. Policy Reviews in Higher Education. 2021; 5; 1: 28-46. 10.1163/9789004462717_016</bibtext> </blist> <blist> <bibl id="bib6" idref="ref26" type="bt">6</bibl> <bibtext> Deardorff DK. Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education. 2006; 10; 3: 241-266. 10.1177/1028315306287002</bibtext> </blist> <blist> <bibl id="bib7" idref="ref27" type="bt">7</bibl> <bibtext> Deardorff DK. The Sage handbook of intercultural competence. 2009; Sage Publications. 10.4135/9781071872987</bibtext> </blist> <blist> <bibl id="bib8" idref="ref28" type="bt">8</bibl> <bibtext> Deardorff DK. Manual for developing intercultural competencies: Story circles. 2019; Routledge. 10.4324/9780429244612</bibtext> </blist> <blist> <bibl id="bib9" idref="ref22" type="bt">9</bibl> <bibtext> Falk JH, Dierking LD. Learning from museums: Visitor experience and the making of meaning. 2000; Alta Mira Press</bibtext> </blist> <blist> <bibtext> Fantini AEDeardorff D. Assessing intercultural competence issues and tools. The sage handbook of intercultural competence. 2009; Sage: 456-476. 10.4135/9781071872987.n27</bibtext> </blist> <blist> <bibtext> Gately S, Gately F. Understanding cooperative teaching components. Teaching Exceptional Children. 2001; 33; 4: 40-47. 10.1177/004005990103300406</bibtext> </blist> <blist> <bibtext> Ghantous N, Belkhiria E. The intercultural experience project: A practical tool leveraging multiple intercultural experiences at home to foster student intercultural competence. Innovations in Education and Teaching International. 2023. 10.1080/14703297.2023.2254291</bibtext> </blist> <blist> <bibtext> Gill S. Overseas students' intercultural adaptation as intercultural learning: A transformative framework. Compare. 2007; 37; 2: 167-183. 10.1080/03057920601165512</bibtext> </blist> <blist> <bibtext> Giorgi AP, Giorgi BMCamic PM, Rhodes JE, Yardley L. The descriptive phenomenological psychological method. Qualitative research in psychology: Expanding perspectives in methodology and design. 2003; American Psychological Association: 243-273</bibtext> </blist> <blist> <bibtext> Grant CA, Portera A. Intercultural and multicultural education: Enhancing global interconnectedness. 2010; Routledge. 10.4324/9780203848586</bibtext> </blist> <blist> <bibtext> Guillén-Yparrea N, Ramírez-Montoya MS. Intercultural Competencies in Higher Education: A systematic review from 2016 to 2021. Cogent Education. 2023; 10; 1: 2167360. 10.1080/2331186X.2023.2167360</bibtext> </blist> <blist> <bibtext> Huang H. Intercultural teaching and "cultivation of intercultural competence"-A micro-practice study of Chinese and foreign teachers' cooperative teaching. Journal of Hubei Open Vocational College. 2016; 14: 7-8</bibtext> </blist> <blist> <bibtext> Huang ZM. Exploring imagination as a methodological source of knowledge: Painting students' intercultural experience at a UK university. International Journal of Research & Method in Education. 2020; 44; 4: 366-378. 10.1080/1743727X.2020.1796958</bibtext> </blist> <blist> <bibtext> Kolb D. Experiential learning: Experience as the source of learning and development. 1984; Prentice-Hall</bibtext> </blist> <blist> <bibtext> Kolb D, Fry R. Toward an applied theory of experiential learning. 1975; Theories of Group Process</bibtext> </blist> <blist> <bibtext> Krechetnikov K, Pestereva N, Rajovic G. Prospects for the development and internationalization of higher education in Asia. European Journal of Contemporary Education. 2016; 16; 2: 229-238. 10.13187/ejced.2016.16.229</bibtext> </blist> <blist> <bibtext> Lin SC. New teaching theories and strategies. 1992; Wunan Books</bibtext> </blist> <blist> <bibtext> Maletina L, Karmanova YA, Kashpur VV. Implication of interdisciplinary team teaching of an ESP course. Mediterranean Journal of Social Sciences. 2015; 6; 5: 556-561. 10.5901/mjss.2015.v6n5p556</bibtext> </blist> <blist> <bibtext> Maxwell JA. Qualitative research design: An interactive approach. 2012; Sage Press</bibtext> </blist> <blist> <bibtext> Mok KH. Does internationalisation of higher education still matter? Critical reflections on student learning, graduate employment and faculty development in Asia. Higher Education Quarterly. 2018; 72; 3: 183-193. 10.1111/hequ.12170</bibtext> </blist> <blist> <bibtext> Mu B, Berka S, Erickson L, Pérez-Ibáñez I. Individual experiences that affect students' development of intercultural competence in study abroad. International Journal of Intercultural Relations. 2022; 89: 30-41. 10.1016/j.ijintrel.2022.05.004</bibtext> </blist> <blist> <bibtext> Park ZS. Research on the current situation and countermeasures of intercultural exchanges between Chinese and Korean college students. Comparative Studies of Cultural Innovation. 2021; 19: 170-173</bibtext> </blist> <blist> <bibtext> Perez-Encinas A, Rodriguez-Pomeda J. Geographies and cultures of international student experiences in higher education: Shared perspectives between students from different countries. Journal of International Students. 2019; 9; 2: 412-431. 10.32674/jis.v9i2.271</bibtext> </blist> <blist> <bibtext> Shaplin JTShaplin JT, Olds HF. Description and definition of team teaching. Team teaching. 1964; Harper & Row: 1-23</bibtext> </blist> <blist> <bibtext> Slavin RE. Cooperative learning. Review of Educational Research. 1980; 50; 2: 315-342. 10.3102/00346543050002315</bibtext> </blist> <blist> <bibtext> Taşdemir H, Yıldırım T. Collaborative teaching from English language instructors' perspectives. Journal of Language and Linguistic Studies. 2017; 13; 2: 632-642</bibtext> </blist> <blist> <bibtext> UNESCO (2006). UNESCO guidelines on intercultural education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000147878</bibtext> </blist> <blist> <bibtext> Wilkins S. Student experience at international branch campuses. The Australian Universities' Review. 2020; 62; 2: 39-46</bibtext> </blist> <blist> <bibtext> Wu X, Tao J, Zhu L, Lin J, Jiang H. The acquisition of intercultural competence among international and domestic students in China through an internationalisation at home programme. Language and Intercultural Communication. 2024. 10.1080/14708477.2024.2326122</bibtext> </blist> <blist> <bibtext> Zhao ZJ. The historical trajectory of global education development. 2005; Educational Science Press</bibtext> </blist> </ref> <aug> <p>By Lei Song; Peng Yang and Xiaowen Liu</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib21" firstref="ref6"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref7"></nolink> <nolink nlid="nl3" bibid="bib28" firstref="ref8"></nolink> <nolink nlid="nl4" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl5" bibid="bib33" firstref="ref10"></nolink> <nolink nlid="nl6" bibid="bib29" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib11" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib22" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib30" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib23" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib31" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib32" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib35" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib34" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib26" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib10" firstref="ref29"></nolink> <nolink nlid="nl19" bibid="bib13" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib20" firstref="ref33"></nolink> <nolink nlid="nl21" bibid="bib19" firstref="ref34"></nolink> <nolink nlid="nl22" bibid="bib16" firstref="ref35"></nolink> <nolink nlid="nl23" bibid="bib12" firstref="ref36"></nolink> <nolink nlid="nl24" bibid="bib18" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib24" firstref="ref40"></nolink> <nolink nlid="nl26" bibid="bib14" firstref="ref41"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1488264
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Intercultural Experience under the China-Korea Cooperative Teaching Model: A Phenomenological Study of College Students Majoring in Animation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lei+Song%22">Lei Song</searchLink><br /><searchLink fieldCode="AR" term="%22Peng+Yang%22">Peng Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaowen+Liu%22">Xiaowen Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0000-3735-1734">0009-0000-3735-1734</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Education+Researcher%22"><i>Asia-Pacific Education Researcher</i></searchLink>. 2025 34(3):1011-1020.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22International+Educational+Exchange%22">International Educational Exchange</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Education%22">Multicultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Animation%22">Animation</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40299-024-00916-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0119-5646<br />2243-7908
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Higher education cooperation has emerged as a prominent trend in educational exchange. This phenomenological study aims to interpret students' intercultural experiences and the transformation of intercultural competence under a China-Korea cooperative teaching model. Group interviews with 25 students were conducted to explore their intercultural experiences and the process of their intercultural competence development under the cooperative teaching model. The results reveal that the students' intercultural experiences come from classroom and non-school-related activities. Intercultural experience in the classroom mainly derives from the teachers' cultural differences and their intercultural knowledge, while the sources of non-school activities are diverse, covering many aspects of the students' daily lives. The development of the students' intercultural competences can be categorized into four stages: (1) the awakening of intercultural awareness, (2) intercultural knowledge improvement, (3) intercultural skills enhancement, and (4) willingness to intercultural attitudes. The findings of this study reveal that international cooperation in animation education can help enrich students' intercultural experience and enhance their intercultural competence by providing an intercultural educational context, thereby helping students understand and appreciate multicultural art and conduct intercultural communication through animation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1488264
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488264
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s40299-024-00916-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 1011
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: International Educational Exchange
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: International Cooperation
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Animation
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: South Korea
        Type: general
    Titles:
      – TitleFull: Intercultural Experience under the China-Korea Cooperative Teaching Model: A Phenomenological Study of College Students Majoring in Animation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lei Song
      – PersonEntity:
          Name:
            NameFull: Peng Yang
      – PersonEntity:
          Name:
            NameFull: Xiaowen Liu
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0119-5646
            – Type: issn-electronic
              Value: 2243-7908
          Numbering:
            – Type: volume
              Value: 34
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Asia-Pacific Education Researcher
              Type: main
ResultId 1