Universities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure to cultural differences while studying abroad does not ensure intercultural competence, unless study abroad students’ reflective processes are explicitly targeted. The article presents the results of a short intervention grounded in the problem-based approach aimed at improving intercultural competence in study abroad students. Students were assigned to three conditions: a video-log condition (in which they have to narrate a critical incident occurred to them), a reflection-induced video-logs (in which they were prompted to reflect on the video-logs produced), and an active control condition. The reflection-induced video-log intervention improved students’ perceived proficiency in Italian and perceived opportunities for cultural reflection, but it did not contribute to improve students’ applicable and conceptual knowledge of intercultural competence.

长期以来，大学一直在促进留学计划，以提高跨文化能力。但是，除非出国留学的学生的反思过程得到明确针对，否则在出国留学时仅暴露于文化差异并不能确保跨文化能力。本文介绍了基于问题的方法的短期干预的结果，该方法旨在提高出国留学学生的跨文化能力。将学生分配给三个条件：一个视频日志条件（在其中必须说明发生的重大事件），一个反射引起的视频日志（在此情况下，他们被提示对所生成的视频日志进行反思），以及主动控制条件。