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With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than "upgraded" tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a "gestalt." Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.

This qualitative case study investigates the development of intercultural communicative competence (ICC) of US Reserve Officer Training Corps cadets and their goals in learning critical languages. Semi-structured interviews were conducted and data were examined through inductive, thematic analysis. Findings indicate that goals appeared in clusters, with mutually reinforcing goals of military application and personal pleasure. This process affected perceived ICC and gains in sociolinguistic competence, leading to change in attitudes and critical cultural awareness.

China has shown increased engagement in International Higher Education (IHE), an interest motivated by a tremendous demand among both Chinese and international students. Conducted at a full-scale Sino-foreign joint-venture university (JVU) in China, this study seeks to explore the motivation of first-year international students for applying to and attending Sino-foreign JVU in China. A second related question investigates what they expect to experience prior to matriculation. Qualitative data collection and analyses suggest that international students at a Sino-foreign joint-venture university were motivated by a strong desire to distinguish themselves for integrative, international signaling, and instrumental purposes, and expect to change as a result of studying and living in an intercultural environment in China. [ABSTRACT FROM AUTHOR]

"Over a billion learners have been affected since the start of the pandemic (UNESCO), while the long-term impact remains unknown. Globally, steps taken to deal with the crisis at all levels vary significantly. Using transformative learning (TL) as a framework, here we present the approach taken at the individual level by five faculty members teaching English for academic purposes (EAP) courses at Duke Kunshan University (DKU), a Sino–U.S. joint-venture university based in China." [ABSTRACT FROM AUTHOR]