Permalink : http://hdl.handle.net/2115/88833

JaLCDOI : 10.14943/J.HighEdu.30.39

In response to the growing awareness of internationalisation within Japanese higher education and a desire to produce graduates capable of functioning as global citizens, there is an increasing need for institutions to recognise the role of intercultural competence and how to incorporate it effectively into university classrooms. effectively. This study describes how activities based on the existing INCA model of intercultural competence can be implemented to develop students’ intercultural competency during 15 weekly 90-minute general education seminar-type classes at a Japanese university. The critical selfreflections of 22 undergraduate students established a consistently high rate of intercultural competency attainment during in-class educational activities. Additionally, a qualitative analysis of students’ reflections on their in-class learning revealed an awareness of intercultural competencies for personal benefit, development of employability skills, and increased motivation toward improving them in the future. These findings suggest that consolidating intercultural competencies into classroom activities may alleviate The many challenges faced by students and faculty in Japanese higher education. It concludes by proposing practical recommendations for incorporating intercultural competencies in university courses.