Fostering intercultural communication skills through flipped instruction
Abstract
Traditional pedagogies often fail to provide the experiential learning needed to advance these competencies significantly. The flipped classroom model presents a promising approach, inverting the order of content delivery and application. This literature review analyzes research on implementing flipped classrooms for intercultural skill development in higher education. Effective strategies involve introducing cultural frameworks pre-class and applying concepts through role-plays and analysis in class. Studies highlight improved intercultural awareness and collaboration skills. However, purposeful course design, faculty training, and student preparation are vital. Additional comparative research can continue strengthening empirical insights. Overall, flipped classrooms hold meaningful potential for fostering the next generation of graduates equipped for communicating successfully across cultures, though thoughtful implementation remains key.