2025 ASEE Annual Conference & Exposition

As the world becomes increasingly interconnected, developing intercultural competence (ICC) in higher education is essential, particularly in STEM fields where global challenges demand collaborative solutions. Study abroad programs are a key avenue for fostering ICC, but their effectiveness requires ongoing evaluation to ensure meaningful outcomes for participants. This study explores the experiences of 15 senior-level engineering students who participated in a semester-long study abroad program. Students wrote a final reflection as a part of the study abroad. The reflections were analyzed using a mixed-method approach. A rubrics was created to score each reflection quantitatively across five key dimensions: Identification and Awareness of ICC, Self-Examination and Reflection, Critical Assessment and Reframing of Assumptions, Exploration and Adoption of New Roles, and Development of a Plan for Action and Skill Acquisition. Further qualitative coding was performed to identify patterns and student quotes pertaining to each rubric criteria. The findings reveal that students demonstrated strong awareness of ICC and the ability to reflect on its significance within the engineering profession. They recognized the importance of ICC in improving teamwork, communication, and innovation in multicultural contexts. Students also highlighted how ICC could enhance their professional prospects by fostering better cross-cultural collaboration. However, areas for growth were identified, including the ability to critically reassess cultural assumptions, adopt new perspectives, and develop actionable strategies for skill acquisition. While students acknowledged the importance of these competencies, their reflections indicated a need for deeper transformation and integration of ICC into their engineering practice. This study highlights the importance of refining study abroad programs to provide more structured opportunities for experiential learning, critical reflection, and actionable skill development. Emphasizing the application of ICC in engineering-specific contexts can better prepare students to navigate diverse teams and design solutions that address the needs of varied communities. These findings highlight the potential for structured study abroad programs to equip engineering students with the intercultural skills necessary for success in an increasingly globalized workforce, where culturally sensitive problem-solving is crucial for addressing complex challenges.
Keywords: Study abroad, engineering, STEM, reflection, intercultural competence