Effects of a Course on Social Issues in Developing Countries on College Students’ Intercultural Sensitivity: A Mixed-Methods Analysis
List of Authors
Yuki Amaki
Keyword
intercultural communication, intercultural sensitivity, classroom-based learning, cultural diversity, higher education
Abstract
This study examined the development of intercultural sensitivity among first-year Japanese college students interested in social issues in developing countries. The students participated in a 15-week classroom-based course designed for students who lacked opportunities for direct intercultural experiences, such as studying abroad. This course provided meaningful ways to deepen students’ understanding of other cultures while remaining in the classroom. Furthermore, this course emphasized collecting reliable information, performing group-based research, holding discussions, and engaging in peer learning to promote cognitive and emotional growth. This study used a mixed-methods design that combined quantitative analysis of pre- and post-course scores on the Japanese version of the Intercultural Sensitivity Scale and qualitative analysis using text mining of students’ written reflections. The quantitative results indicated substantial improvements, particularly in the “respect for cultural differences” and “low prejudice” domains. Students without overseas experience showed the greatest improvement, with their final scores surpassing those of students with overseas experience in some cases. Qualitative analysis of students’ written reflections offered deeper insights into the patterns observed in the quantitative analysis. Several students demonstrated stronger empathy, shifting from passive observation to active engagement with cultural differences, as well as increased awareness of global issues, such as poverty and educational inequality. Students without overseas experience often described moving from feeling detached or powerless to feeling personally responsible and willing to take action, even in minor ways. Students with overseas experience tended to connect what they had learned in the course with their previous intercultural encounters, thus developing more thoughtful and nuanced perspectives. Overall, the findings suggest that intercultural sensitivity is a flexible competency that can be developed through well-designed classroom learning, even without direct overseas exposure. These results further indicate that integrating credible sources, collaborative activities, and reflective opportunities can foster empathy, openness, and respect for diversity. Thus, this study provides empirical insights into effective approaches to developing global competence in university education.