Creating Conditions for Intercultural and International Learning and Teaching

As tertiary institutions embrace broader conceptions of what it means to be "international", there emerges a clearer imperative to deploy strategic approaches that address cultural diversity in higher education. However, few concrete examples exist to inform effective curriculum (re)development and delivery. Of special importance in this context are the pedagogical practices that can facilitate the development of intercultural and international proficiencies in students and equip graduates with skills sufficient to operate in a global and increasingly complex world. This chapter presents the findings of a two-year project on "Internationalizing the Curriculum" at one of Australia's largest universities. One of the project's key outcomes presented here is a set of pedagogical principles structured around three interdependent categories, namely: (1) cognitive; (2) affective; and (3) operational. Their integration into practice was foundational in moving students along a transformative path towards intercultural competencies.