Intercultural Sensitivity of Chinese Graduate Students during Study Abroad in Thailand
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Abstract
The advent of globalization has been a significant phenomenon that influences the internationalization of higher education systems worldwide, particularly through study abroad programs. Previous studies indicate that globalization can also increase the degree of intercultural sensitivity of students studying abroad. This paper investigates the degree of intercultural sensitivity of Chinese graduate students during their studies in Thailand, employing an explanatory sequential design. A total of 264 students were selected through simple random sampling to complete a questionnaire, while five participants were purposively selected for semi-structured interviews. Two instruments were used for data collection: a questionnaire and online individual interviews. The questionnaire demonstrated high internal consistency (Cronbach’s alpha = .86). The interview questions were validated by three experts. Quantitative data analysis was performed using mean, standard deviation, and an independent t-test, while qualitative data were examined using content analysis.
The findings revealed that the overall degree of intercultural sensitivity was high (M = 3.45, SD = 0.22). When examining individual dimensions, students placed the greatest emphasis on respect for cultural differences (M = 4.06, SD = 0.45), followed by engagement in intercultural interactions (M = 3.64, SD = 0.36). Interestingly, the dimension of enjoyment in intercultural interactions received the lowest score (M = 2.18, SD = 0.64). This finding reflects that although students recognize and respect cultural differences, they may still experience discomfort or lack of confidence when engaging in cross-cultural interactions. In terms of gender comparisons, no statistically significant differences were identified. The results suggest that study abroad experiences enhance students’ degree of intercultural sensitivity, particularly in fostering respect for cultural differences and engagement in intercultural interactions, even though emotional comfort in such settings may not progress to the same degree. These findings highlight the need for an intercultural support mechanism to help students fully benefit from cross-cultural experiences.
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