Promoting intercultural competence: Experiences from Kenya and Nepal study abroad

Abstract

This study utilized an Interpretive Phenomenological Approach (IPA) to examine how sequentially planned study abroad programs in Kenya and Nepal influenced pre-service teachers’ development of intercultural competence. IPA was chosen to capture participants lived experiences and to explore their evolving perspectives before and after travel. Qualitative data was collected from eight White pre-service teachers through open-ended interviews, reflective journals, and focus groups. Findings revealed a complex trajectory: while many participants initially expressed openness to engaging with unfamiliar cultures, post-travel reflections showed significant variation. Some participants demonstrated intentional efforts to adapt and build intercultural understanding, while others exhibited denial, defensiveness, and ethnocentric attitudes, viewing unfamiliar practices through a deficit lens. These results underscore that developing intercultural competence is an intentional, fluid, and multifaceted process rather than an automatic outcome of cultural exposure. The study highlights the critical role of well-structured, critically informed study abroad programs in preparing culturally responsive social studies educators. Programs grounded in Critical Internationalization principles can more effectively foster genuine intercultural learning by encouraging self-reflection, cultural humility, and critical awareness. Implications for social studies teacher education programs emphasize the need for deliberate, sustained support to help future educators navigate and value cultural complexities in diverse classroom settings.