Intercultural sensitivity as a pathway to support students' cultural competence and identity formation in virtual exchanges

Authors

DOI:

https://doi.org/10.32674/tt2dv337

Keywords:

Internationalization of Higher Education, Virtual Exchanges, Intercultural Sensitivity, Identity Formation

Abstract

Virtual exchanges are increasingly used to expand access to international education. This study explored how Japanese students experienced intercultural learning and identity development within a virtual exchange programme conducted at a Finnish university. Using the Intercultural Sensitivity Scale as an analytical lens, qualitative data were drawn from semistructured interviews with programme participants to investigate how virtual, multicultural environments shape students’ intercultural sensitivity and identity formation. The findings revealed that challenges related to interaction engagement, attentiveness and confidence were exacerbated by language barriers, differing communication norms, and the limitations of online learning environments. These factors significantly influence students’ capacity for meaningful intercultural engagement and identity exploration. 

Author Biographies

  • Andreas Rogler, University of Oulu, Finland

    Andreas is a PhD student at the University of Oulu, Finland. In his research, he is focused on the internationalisation of higher education, internationalisation at home, online learning, and global mindedness. His main goal is to explores the transformative potential of online learning to further the internationalisation of higher education. Andreas is trying to understand how universities can effectively incorporate international perspectives into their teaching and campus cultures by utilizing online learning and virtual mobility. He is actively involved in this process by teaching diverse courses online and creating a virtual student circle for students from both the University of Oulu and the Yokohama National University. The premise of his work is that simply participating in a shared multicultural (online) class is not enough to create meaningful intercultural or global learning experiences. Therefore, his research explores how universities can create meaningful and interactive learning experiences in a multicultural (online) learning environment that can foster student’s global mindedness and encourage their development as active global citizens.

  • Lijuan Wang, Hunan University, China

    Lijuan Wang's research primarily focuses on diversity, equity and social justice. Building on this foundation, she has explored a range of topics including education among the Yi minority in China, inclusive education in Finland, educational attainment and achievement, educational stratification, language policy, language learning and global citizenship education in childhood. She is currently a Professor at the Research Institute of Educational Science at Hunan University, China, and also serves as a Senior Research Fellow affiliated with the Faculty of Education and Psychology at the University of Oulu, Finland.

  • Kiyoko Uematsu-Ervasti, University of Oulu, Finland

    Her major research interests lie in the area of internationalization of higher education, global citizenship education, comparative education, education for sustainable development, collaboration and innovation.

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Published

2026-02-05

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Vol. 16 No. 2 (2026): Journal of International Students | Special Issue Building Inclusive Futures

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Special Issue | Building Inclusive Futures

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How to Cite

Rogler, A., Wang, L., & Uematsu-Ervasti, K. (2026). Intercultural sensitivity as a pathway to support students’ cultural competence and identity formation in virtual exchanges. Journal of International Students, 16(2), 25-44. https://doi.org/10.32674/tt2dv337