ABSTRACT

The incorporation of intercultural competence (IC) in higher education (HE), through the internationalization of the curriculum (IoC) faces challenges associated with policy and programing, levels of support, staff and faculty preparedness, and skill development opportunities for students. The premise is that IC can be better integrated in IoC initiatives by focusing on outcomes instead of outputs, assisting staff and faculty engagement, encouraging multi-perspective contributions, and incorporating a critical approach to IC through self-assessment and enhanced content. Therefore, we first establish a theoretical framework to address difficulties related to IoC, followed by examples of practices and recommendations to enhance IC programing.

摘要

通过课程国际化（IoC）将跨文化能力（IC）纳入高等教育（HE）中，面临着与政策和计划，支持水平，人员和教职人员准备以及学生技能发展机会相关的挑战。前提是，可以通过将重点放在结果而不是产出，协助员工和教职员工，鼓励多角度的贡献，以及通过自我评估和增强内容的关键方法来将IC更好地整合到IoC计划中。因此，我们首先建立一个理论框架来解决与IoC相关的困难，然后是增强IC编程的实践和建议示例。