Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?

Higher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcult...

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Detalhes bibliográficos
Autor: Pastena, Andreana
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Recursos:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10230/70598
Acesso em linha:http://hdl.handle.net/10230/70598
http://dx.doi.org/10.1111/ejed.70049
Access Level:acceso abierto
Palavra-chave:English-medium instruction
Intercultural interactions
Internationalisation
Transcultural competence
Undergraduates
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spelling Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?Pastena, AndreanaEnglish-medium instructionIntercultural interactionsInternationalisationTranscultural competenceUndergraduatesHigher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcultural competence within a multi-dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first-year students, the study adopts a mixed-method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of interaction between transcultural competence and in-class intercultural relationships, highlighting how agency, previous experiences, and institutional support shape positive, negative, or neutral outcomes. The study emphasises the significance of reciprocal transformative opportunities in non-English-speaking environments and challenges the binary categorisation of students as local and international. It reveals the unique nature of individual experiences, calling for a more nuanced understanding of internationalised classrooms.This work was supported by Spain's Ministerio de Ciencia, Innovación y Universidades, Agencia Estatal de Investigación, and European Regional Development Fund under Grant UE-PGC2018-098815-B-I00.Wiley2025202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/70598http://dx.doi.org/10.1111/ejed.70049http://hdl.handle.net/10230/70598reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésEuropean journal of education. 2025;60(1):e70049.info:eu-repo/grantAgreement/ES/2PE/UE-PGC2018-098815-B-I00Aquest article té una llicència Creative Commonshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10230/705982026-05-29T05:05:01Z
dc.title.none.fl_str_mv Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
title Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
spellingShingle Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
Pastena, Andreana
English-medium instruction
Intercultural interactions
Internationalisation
Transcultural competence
Undergraduates
title_short Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
title_full Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
title_fullStr Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
title_full_unstemmed Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
title_sort Intercultural relationships in an internationalised undergraduate classroom: do they influence transcultural competence?
dc.creator.none.fl_str_mv Pastena, Andreana
author Pastena, Andreana
author_facet Pastena, Andreana
author_role author
dc.subject.none.fl_str_mv English-medium instruction
Intercultural interactions
Internationalisation
Transcultural competence
Undergraduates
topic English-medium instruction
Intercultural interactions
Internationalisation
Transcultural competence
Undergraduates
description Higher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcultural competence within a multi-dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first-year students, the study adopts a mixed-method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of interaction between transcultural competence and in-class intercultural relationships, highlighting how agency, previous experiences, and institutional support shape positive, negative, or neutral outcomes. The study emphasises the significance of reciprocal transformative opportunities in non-English-speaking environments and challenges the binary categorisation of students as local and international. It reveals the unique nature of individual experiences, calling for a more nuanced understanding of internationalised classrooms.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/70598
http://dx.doi.org/10.1111/ejed.70049
http://hdl.handle.net/10230/70598
url http://hdl.handle.net/10230/70598
http://dx.doi.org/10.1111/ejed.70049
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European journal of education. 2025;60(1):e70049.
info:eu-repo/grantAgreement/ES/2PE/UE-PGC2018-098815-B-I00
dc.rights.none.fl_str_mv Aquest article té una llicència Creative Commons
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Aquest article té una llicència Creative Commons
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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