Integrating intercultural competence in a first-year psychology program: implications for academic development and inclusion

Klavina, L. (Liga)¹, Otten, S (Sabine)^1
1University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen

 

Submission type

Oral only

Scheduled

Bouillonzaal, 26-09-2019, 11:00 - 12:00

Keywords

intercultural competence, academic skills, metacognition, intercultural contact, diverse learning communities, inclusion, well-being, loneliness

Summary

Introducing intercultural competence (ICC) early in a curriculum may not only improve adjustment to diverse learning communities, but also contribute to academic development. A key element of development of ICC is cognitive complexity, an ability to shift perspectives. Perspective taking, integrating information and metacognition are aspects that students actively acquire in the early stages of their studies, suggesting that ICC could be an integral part of academic skills training. Several modules were developed to introduce ICC in the first-year psychology program at the University of Groningen accompanied by a research program to explore development and implications of ICC. First-year psychology students completed an assessment in the first and second semester in 2016/17, 2017/18 and 2018/19 academic years. The relationship between academic skills and ICC was consistently positive. This relationship was partially mediated by cultural metacognition. Further, ICC contributed to experience of inclusion, reduction in loneliness, and willingness to continue studies. The results of the research program suggest that ICC fits well in an academic skills training. An early intervention based on strengthening metacognitive skills may allow students to translate their emergent academic skills to successfully navigating intercultural contexts, making most of their diverse learning communities.

Auteurs