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U.S. teachers' cross-cultural explorations through a study trip to South Korea.

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Title: U.S. teachers' cross-cultural explorations through a study trip to South Korea.
Authors: Hong, Carrie E.1 (AUTHOR) HongE1@wpunj.edu, Park, Keumjae2 (AUTHOR), Yoo, Kyung-Hyan3 (AUTHOR)
Source: Multicultural Education Review. Jun2026, Vol. 18 Issue 2, p230-247. 18p.
Subject Terms: *Culturally relevant education, *Educational exchanges, *Instructional systems, *Career development, *Teacher education, Cultural competence, Cross-cultural studies, Korean language
Geographic Terms: South Korea, United States
Abstract: Increasing diversity in classrooms across the United States calls for culturally relevant and inclusive pedagogy. To enhance teachers' understanding of Korean culture, education system, and classroom practices, and to improve their intercultural competence, a Fulbright-Hays Group Projects Abroad to South Korea was conducted during Summer 2024. Fourteen U.S. teachers participated in a four-week trip to explore Korean culture and education. The study compared pre- and post-assessments of knowledge and intercultural competence among participants. The findings indicate that program participants gained specific and deep knowledge of Korea. While there was no statistically significant improvement in participants' overall intercultural competence, nuanced changes were observed in their intercultural skills and attitudes. The study highlights the importance of cultural immersion and cross-cultural explorations in education as the study trip fostered participants' professional growth. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Increasing diversity in classrooms across the United States calls for culturally relevant and inclusive pedagogy. To enhance teachers' understanding of Korean culture, education system, and classroom practices, and to improve their intercultural competence, a Fulbright-Hays Group Projects Abroad to South Korea was conducted during Summer 2024. Fourteen U.S. teachers participated in a four-week trip to explore Korean culture and education. The study compared pre- and post-assessments of knowledge and intercultural competence among participants. The findings indicate that program participants gained specific and deep knowledge of Korea. While there was no statistically significant improvement in participants' overall intercultural competence, nuanced changes were observed in their intercultural skills and attitudes. The study highlights the importance of cultural immersion and cross-cultural explorations in education as the study trip fostered participants' professional growth. [ABSTRACT FROM AUTHOR]
ISSN:2005615X
DOI:10.1080/2005615X.2026.2665487