Navigating the Complexities of Intercultural Sensitivity: A Qualitative Study of Thai Undergraduate Students' Developmental Journeys
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Abstract
This study examines the development of intercultural sensitivity among Thai undergraduate students who have extensive intercultural experiences. Employing Bennett's (1993) Developmental Model of Intercultural Sensitivity as a framework, the research traces students' progression through various stages of intercultural sensitivity—from denial to integration—over time. Data were gathered through Snake interviews and semi-structured interviews, providing a diachronic perspective on the students' developmental journey. The findings reveal that intercultural sensitivity does not follow a linear path; instead, students fluctuate between stages based on their experiences and contexts. The study highlights the importance of sustained intercultural engagements, hands-on workshops, and leadership roles in intercultural programs in fostering this progression. It also critiques higher education internationalization strategies that prioritize the quantity of international students, staff, and mobility programs without incorporating reflective practices and deep intercultural interactions into the curriculum. The research calls for comprehensive intercultural programs in educational institutions to cultivate genuine intercultural competence, equipping students to navigate the complexities of a globalized world.
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References
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