Perceived Learning Outcomes of a Short-Term Collaborative Learning Program: Toward Developing Intercultural Competence and Equitable Global North-South Partnerships
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| Title: | Perceived Learning Outcomes of a Short-Term Collaborative Learning Program: Toward Developing Intercultural Competence and Equitable Global North-South Partnerships |
|---|---|
| Language: | English |
| Authors: | Sho Shimoyamada (ORCID |
| Source: | Journal of International Students. 2026 16(2):1-24. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Length, Cooperative Learning, Student Attitudes, Foreign Countries, Study Abroad, Intercultural Communication, Outcomes of Education, College Students, In Person Learning, Partnerships in Education, Student Experience, Interpersonal Communication, Developing Nations, Intercollegiate Cooperation, Developed Nations |
| Geographic Terms: | Japan (Tokyo), Bangladesh |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study investigated Japanese students' perceived learning outcomes from a short-term program jointly conducted by the University of Tokyo and Asian University for Women in Bangladesh through the lens of intercultural competence and the contact hypothesis. Qualitative data were derived primarily from Japanese students' essays. Inductive analysis revealed that intergroup interactions enhanced Japanese students' awareness of social inequalities, diverse ethnic identities, prevailing stereotypes against the Global South, their own privilege, and Japan's colonial legacy. This study makes theoretical contributions by illuminating the potential for inappropriate and ineffective interactions with outgroup peers. These findings suggest that educators should create environments where learners feel safe in making communicative mistakes and avoid hastily developing learners' intercultural competence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495309 |
| Database: | ERIC |
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