Australian Journal of Teacher Education - Volume 49 - Issue 12 - Article 3 - Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers

Oct 15, 2026

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While benefits of study abroad for pre-service teachers are well established, research targeting in-service teachers remains limited. This study investigates 51 American K-12 teachers who participated in a short-term program in South Korea, examining how immersive learning shaped intercultural competence and cultural responsiveness in instruction. Evidence from applications, reflections, interviews, and field notes shows immersion increased empathy for immigrant students, strengthened relationships with minority students, and improved culturally responsive learning environments, with weaker effects in less diverse schools.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Literature Review

Intercultural competence components

Cultural responsiveness as pedagogy and assessment

Abstract and Findings

Immersion effects on empathy and relationships

Limits in less diverse schools

Australian Journal of Teacher Education | Volume 49 Issue 12 | Article 3 | | --- | --- | | 2024
Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers
Jung Won Hur Auburn University
Hyeon Jean Yoo
Tennessee State University
Sangah (Sunny) Lee Emory University
Suhyun Suh
Auburn University
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Adult and Continuing Education Commons, International and Comparative Education Commons, and the Other Teacher Education and Professional Development Commons | | Recommended Citation Hur, J., Yoo, H., Lee, S., & Suh, S. (2024) . Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers. Australian Journal of Teacher Education, 49(12) . [https://doi.org/10.14221/1835-517X.6219](https://doi.org/10.14221/1835-517X.6219) This Journal Article is posted at Research Online. [https://ro.ecu.edu.au/ajte/vol49/iss12/3](https://ro.ecu.edu.au/ajte/vol49/iss12/3) Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers Jung Won Hur Auburn University, USA Hyeon Jean Yoo Tennessee State University, USA Sangah (Sunny) Lee Emory University, USA Suhyun Suh Auburn University, USA Abstract: While the benefits of study abroad experiences for pre service teachers are well-documented, research specifically focusing on in-service teachers is limited. The study addresses this gap by exploring the experiences of 51 American teachers who participated in a short-term study abroad program in South Korea. This research investigates how the immersive learning experience impacted participants’ development ofintercultural competence and their ability to create culturally responsive learning environments. Analysis ofparticipant applications, reflections, individual interviews, and field notes reveals that immersion in an unfamiliar setting fostered greater empathy for immigrant students, strengthened relationships with minority students, and enhanced their ability to create culturally responsive learning environments. However, the impact was limited for teachers working in less diverse schools with few Korean students. These findings highlight that in-service teachers’ study abroad experiences are not only personally impactful but also enhance their classroom teaching and interactions with culturally diverse students and families. Keywords: Intercultural Competence, Culturally Responsive Teaching, Immigrant Students, Study Aboard, In-service Teachers, Empathy Introduction Classrooms in many countries across the world have become increasingly diverse as they welcome immigrants, refugees, and other newcomers (Sandell & Tupy, 2015). For instance, the number of students with foreign citizenship in Italian schools reached 865,388 during the 2020- 2021 school year, making up 10.3% of the total student population (Italian Ministry of Education, 2022) . Similarly, about 25% of Austria’s population consists of first or secondgeneration immigrants, with immigrants making up around 49% of Vienna’s population (Erling et al., 2022). The United States also reflects this global trend, with approximately 10.6% of public school students—roughly 5.3 million—classified as English language learners (ELLs) in the fall of 2021 (National Center for Education Statistics, 2024) . The growing presence of culturally and linguistically diverse learners underscores the importance of teachers developing intercultural competence. This skill allows educators to communicate and engage effectively across different cultures by fostering an understanding of and respect for the unique cultural backgrounds oftheir students (Deardorff, 2006) . Scholars emphasize that cultivating intercultural competence is essenti

FAQs

How did the short-term study abroad experience affect participants’ intercultural competence?

Immersion in South Korea fostered greater empathy for immigrant students and strengthened relationships with minority students, indicating improved development of intercultural competence.

What evidence sources were used to analyze teacher impact?

The study analyzed participant applications, reflections, individual interviews, and field notes to understand changes in competence and teaching practices.

Why was the impact limited for some teachers?

The impact was limited for teachers working in less diverse schools with few Korean students, suggesting context moderated outcomes.

Oct 15, 2026

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