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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/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/594264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/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/594264.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the short-term study abroad experience affect participants’ intercultural competence?","Question",{"text":112,"@type":113},"Immersion in South Korea fostered greater empathy for immigrant students and strengthened relationships with minority students, indicating improved development of intercultural competence.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence sources were used to analyze teacher impact?",{"text":117,"@type":113},"The study analyzed participant applications, reflections, individual interviews, and field notes to understand changes in competence and teaching practices.",{"name":119,"@type":110,"acceptedAnswer":120},"Why was the impact limited for some teachers?",{"text":121,"@type":113},"The impact was limited for teachers working in less diverse schools with few Korean students, suggesting context moderated outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594264,1792211186,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 49  Issue 12 | Article 3 |\n| --- | --- |\n| 2024\u003Cbr>Promoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers\u003Cbr>Jung Won Hur Auburn University\u003Cbr>Hyeon Jean Yoo\u003Cbr>Tennessee State University\u003Cbr>Sangah (Sunny) Lee Emory University\u003Cbr>Suhyun Suh\u003Cbr>Auburn University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Adult and Continuing Education Commons, International and Comparative Education Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nHur, 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  \nTeacher Education, 49(12) . [https://doi.org/10.14221/1835-517X.6219](https://doi.org/10.14221/1835-517X.6219)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol49/iss12/3](https://ro.ecu.edu.au/ajte/vol49/iss12/3)  \nPromoting Intercultural Competence and Cultural Responsiveness: The Impact of Short-Term Study Abroad on In-Service Teachers  \nJung Won Hur  \nAuburn University, USA  \nHyeon Jean Yoo  \nTennessee State University, USA  \nSangah (Sunny) Lee  \nEmory University, USA  \nSuhyun Suh  \nAuburn University, USA  \nAbstract: While the benefits of study abroad experiences for pre  \nservice teachers are well-documented, research specifically focusing  \non in-service teachers is limited. The study addresses this gap by  \nexploring the experiences of 51 American teachers who participated  \nin a short-term study abroad program in South Korea. This research  \ninvestigates how the immersive learning experience impacted  \nparticipants’ 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  \nempathy for immigrant students, strengthened relationships with  \nminority students, and enhanced their ability to create culturally  \nresponsive learning environments. However, the impact was limited for teachers working in less diverse schools with few Korean students.  \nThese findings highlight that in-service teachers’ study abroad  \nexperiences are not only personally impactful but also enhance their  \nclassroom teaching and interactions with culturally diverse students  \nand families.  \nKeywords: Intercultural Competence, Culturally Responsive Teaching, Immigrant Students, Study Aboard, In-service Teachers, Empathy  \nIntroduction  \nClassrooms 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  \net 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) .  \nThe 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","cbCaioX1DViZrrvF","https://ap.wps.com/l/cbCaioX1DViZrrvF","pdf",330114,"English","# Introduction\n# Literature Review\n## Intercultural competence components\n## Cultural responsiveness as pedagogy and assessment\n# Abstract and Findings\n## Immersion effects on empathy and relationships\n## Limits in less diverse schools","[{\"question\":\"How did the short-term study abroad experience affect participants’ intercultural competence?\",\"answer\":\"Immersion in South Korea fostered greater empathy for immigrant students and strengthened relationships with minority students, indicating improved development of intercultural competence.\"},{\"question\":\"What evidence sources were used to analyze teacher impact?\",\"answer\":\"The study analyzed participant applications, reflections, individual interviews, and field notes to understand changes in competence and teaching practices.\"},{\"question\":\"Why was the impact limited for some teachers?\",\"answer\":\"The impact was limited for teachers working in less diverse schools with few Korean students, suggesting context moderated outcomes.\"}]","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 | PDF",1792078828,48]