The Experiences of Teachers and Students in Perceiving and Developing Intercultural Sensitivity in Indonesian International Baccalaureate Middle Years Programme
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| Title: | The Experiences of Teachers and Students in Perceiving and Developing Intercultural Sensitivity in Indonesian International Baccalaureate Middle Years Programme |
|---|---|
| Language: | English |
| Authors: | Diana Trisnawati (ORCID |
| Source: | Intercultural Communication Education. 2026 9(2). |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cultural Awareness, Advanced Placement Programs, Foreign Countries, Teacher Attitudes, Student Attitudes, Early Adolescents, Teacher Student Relationship, International Schools, Cultural Influences, Interpersonal Relationship |
| Geographic Terms: | Indonesia (Jakarta) |
| ISSN: | 2209-1041 |
| Abstract: | Globalization and increasing diversity have rendered intercultural sensitivity (IS) an essential skill for effective communication and development of positive international relations. However, there is a notable lack of studies on the perceptions and development of IS among teachers and students in international schools. This phenomenological study explored conceptions of IS and development strategies involving eight teachers and four students from International Baccalaureate Middle Years Programme (IB MYP) schools in Jakarta, Indonesia. Drawing on semi-structured interviews and reflexive thematic analysis, this study found that participants viewed IS as a dynamic developmental process that exceeds mere recognition of differences. IS was characterized by respect, emotional engagement, open-mindedness, effective communication, empathic understanding, and appreciation of cultural plurality. Participants emphasized experiential and dialogic learning, which is the direct engagement with diverse cultural contexts, alongside sustained personal reflection as central mechanisms that help develop IS. The findings suggest that IS should be intentionally embedded in educational frameworks by integrating cognitive learning with affective and metacognitive dimensions (emotional awareness and reflective practice) to build inclusive and respect-oriented learning environments. Future research should extend these insights through longitudinal designs, cross-context comparisons and examinations of links between IS and international-mindedness in the IB MYP. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515755 |
| Database: | ERIC |
| Abstract: | Globalization and increasing diversity have rendered intercultural sensitivity (IS) an essential skill for effective communication and development of positive international relations. However, there is a notable lack of studies on the perceptions and development of IS among teachers and students in international schools. This phenomenological study explored conceptions of IS and development strategies involving eight teachers and four students from International Baccalaureate Middle Years Programme (IB MYP) schools in Jakarta, Indonesia. Drawing on semi-structured interviews and reflexive thematic analysis, this study found that participants viewed IS as a dynamic developmental process that exceeds mere recognition of differences. IS was characterized by respect, emotional engagement, open-mindedness, effective communication, empathic understanding, and appreciation of cultural plurality. Participants emphasized experiential and dialogic learning, which is the direct engagement with diverse cultural contexts, alongside sustained personal reflection as central mechanisms that help develop IS. The findings suggest that IS should be intentionally embedded in educational frameworks by integrating cognitive learning with affective and metacognitive dimensions (emotional awareness and reflective practice) to build inclusive and respect-oriented learning environments. Future research should extend these insights through longitudinal designs, cross-context comparisons and examinations of links between IS and international-mindedness in the IB MYP. |
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| ISSN: | 2209-1041 |
