Intercultural Sensitivity as a Pathway to Students' Cultural Competence and Identity Formation in Virtual Exchanges
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| Title: | Intercultural Sensitivity as a Pathway to Students' Cultural Competence and Identity Formation in Virtual Exchanges |
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| Language: | English |
| Authors: | Andreas Rogler (ORCID |
| Source: | Journal of International Students. 2026 16(2):25-44. |
| 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: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intercultural Communication, Cultural Awareness, Computer Mediated Communication, Self Concept, Foreign Countries, Barriers, Educational Environment, Capacity Building, Western Civilization, Student Experience, Universities, College Students, Global Approach, Student Attitudes |
| Geographic Terms: | Japan, Finland |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | Virtual exchanges are increasingly used to expand access to international education. This study explored how Japanese students experienced intercultural learning and identity development within a virtual exchange programme conducted at a Finnish university. Using the Intercultural Sensitivity Scale as an analytical lens, qualitative data were drawn from semistructured interviews with programme participants to investigate how virtual, multicultural environments shape students' intercultural sensitivity and identity formation. The findings revealed that challenges related to interaction engagement, attentiveness and confidence were exacerbated by language barriers, differing communication norms, and the limitations of online learning environments. These factors significantly influence students' capacity for meaningful intercultural engagement and identity exploration. Moreover, respectful and inclusive peer interactions, scaffolded group work and play-based activities were found to enhance students' enjoyment, confidence and self-awareness. As a result, intercultural sensitivity emerged as a key condition shaping identity formation, which underscores the importance of culturally responsive programme designs tailored for online learning spaces that foster inclusion and personal transformation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495311 |
| Database: | ERIC |
| Abstract: | Virtual exchanges are increasingly used to expand access to international education. This study explored how Japanese students experienced intercultural learning and identity development within a virtual exchange programme conducted at a Finnish university. Using the Intercultural Sensitivity Scale as an analytical lens, qualitative data were drawn from semistructured interviews with programme participants to investigate how virtual, multicultural environments shape students' intercultural sensitivity and identity formation. The findings revealed that challenges related to interaction engagement, attentiveness and confidence were exacerbated by language barriers, differing communication norms, and the limitations of online learning environments. These factors significantly influence students' capacity for meaningful intercultural engagement and identity exploration. Moreover, respectful and inclusive peer interactions, scaffolded group work and play-based activities were found to enhance students' enjoyment, confidence and self-awareness. As a result, intercultural sensitivity emerged as a key condition shaping identity formation, which underscores the importance of culturally responsive programme designs tailored for online learning spaces that foster inclusion and personal transformation. |
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| ISSN: | 2162-3104 2166-3750 |
