This paper explores the impact of intercultural awareness on students’ interaction with peers in a UK university. Chinese Master’s students and their peers from non-Chinese backgrounds are selected for the study to explore whether their experience of peer interaction is affected by their understanding of different culture and different approaches to learning. The distinct experiences of these two groups of students offer invaluable insights into the challenges that students often encounter in a multicultural learning environment. Using the intercultural awareness model proposed by Baker (2011), this paper presents perspectives into understanding the link between peer interaction and how students mediate and negotiate between different cultural frames of reference. It offers practical suggestions for universities to foster inclusive learning environments by increasing opportunities for students to practise and demonstrate intercultural awareness.
|Title of host publication||The Three Cs of Higher Education|
|Editors||R. M. O Pritchard|
|Number of pages||15|
|Publication status||Published - 1 Sep 2019|
CHENG, MING. (2019). The Perceived Impact of Intercultural Awareness on Peer Interaction: Study of a UK University. In R. M. O. Pritchard (Ed.), The Three Cs of Higher Education (pp. 169-184). CEU Press.