Transformative Learning through Intercultural Collaborative Learning: A Case Study across University and Primary School Contexts
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| Title: | Transformative Learning through Intercultural Collaborative Learning: A Case Study across University and Primary School Contexts |
|---|---|
| Language: | English |
| Authors: | Miki Horie, Xiaoxian Liang, Yuki Azuma |
| Source: | Journal of International Students. 2026 16(2):157-177. |
| 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: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Cooperative Learning, Transformative Learning, Intercultural Communication, Intercultural Programs, Foreign Countries, Elementary School Students, College Students, Liberal Arts, Global Education, Student Experience, College School Cooperation, Cultural Background, Diversity Equity and Inclusion, Cultural Awareness, Student Attitudes, Universities |
| Geographic Terms: | Japan |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | As Japan's higher education institutions strive to promote diversity, equity, and inclusion in response to globalization, Intercultural Collaborative Learning (ICL) has emerged as a promising pedagogical framework. ICL employs various theories to promote inclusive and meaningful collaboration among learners in diverse learning communities, including international students and individuals with multicultural identities. This interpretive study focuses on the Rits Global Gateway Camp, an ICL program based on the Guiding Framework of Inclusive ICL. The framework connects local primary school students and university students with various cultural backgrounds studying in Japan. This study aims to explore and illustrate university students' learning experiences throughout the program and to identify key facilitating factors that support inclusive ICL practices. Data were collected through in-depth interviews and complemented by contextual information from program observations. Through thematic analysis, we identified meaningful outcomes and transformative impacts of the program. This included strengthening participants' self-efficacy and sense of agency. Additionally, the analysis highlighted several facilitating factors that support effective ICLs, including cultivating safe climates that reduce fear of failure, grounding the program in theory-based design, and offering intentional pretraining. These findings contribute to a deeper understanding of how inclusive ICL practices can be effectively designed and implemented to advance diversity, equity, and inclusion in various educational settings. [Note: The page range (157-188) shown on the PDF is incorrect. The correct page range is 157-177.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495344 |
| Database: | ERIC |
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