Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications

Al-Qur'anic Signals Regarding Community-Based Islamic Education Approaches: Analysis of the Concepts of Yad'ûna and Ya'murûna

“…Meanwhile, the secondary data used are books, journals, Islamic books and the internet which contain community-based Islamic education, and things that become relevant with the problems of Islamic Education. The data collection technique used by researchers is by review literature and library materials that are relevant on the problems researched both from books and data using library materials on Community-based Islamic Education [10].…”

Information space adaptation in historical development process of the intercultural communication means

“…The need to transform the internal activity of an individual into external implementation of thoughts and ideas led to the urgency to find means and forms for demonstrating these ideas in society [6]. Publicly available sources provide number methods for distinguishing the intercultural communication properties, which are mainly focused on self-evaluation representatives of various linguistic communicative objects [2,3]. Yet, permanent expansion of communication boundaries requires the provision an adequate information space capable of storing the knowledge results, cognitive experience, and creative potential for long time and widen them.…”

Exploring the impact of intercultural competence education on students’ adaptability and success in culturally diverse environments

“…This insight leads us to the concept of cultural referents, or the tangible and intangible elements that provide a sense of collective identity and shared understanding. Cultural referents can be rooted in a plethora of diverse groups and settings and are not confined to the realm of national or ethnic distinctions (Markus & Kitayama, 2010;Spencer-Oatey, 2008;Luo & Chan, 2022). For example, various 8 entities such as organizations, professions, communities, and social movements exhibit distinctive cultures characterized by their specific language, norms, and values (Markus & Kitayama, 2010).…”

“…This perspective encourages a more robust constructivist approach, aiming to move beyond the predominant focus on internationalization in this field. It emphasizes the need for a more precise definition of culture, as many academics have pointed out the limitations of IC definitions that do not explicitly address the concept of culture and its boundaries (Müller et al, 2020;Luo & Chan, 2022). This absence makes it challenging to convey that IC is not limited to international contexts but is also relevant in relation to other cultural referents.…”

“…While many studies explore several themes of IC in the context of HE, most research focuses on specific applications such as conceptualization and assessment (Deardorff, 2009;Griffith et al, 2016;Luo & Chan, 2022), foreign immersion experience (Behrnd & Porzelt, 2012;Chédru & Ostapchuk, 2023;Czerwionka et al, 2015;Dehmel et al, 2011;Goldstein, 2022;Hanada, 2019;Hofmeyr, 2021;Mu & Yu, 2023) and virtual exchange (De Hei et al, 2019;Hackett et al, 2023;Villar-Onrubia & Rajpal, 2015). However, little is known about other areas of study such as the effects of IC on students' ability to adapt and succeed in different situations during and after having completed their study programs.…”