Beyond Borders: Enhancing Students’ Intercultural Maturity through Global Collaborations

This study examines a cross-cultural teaching collaboration between ‘University A’ in Cairo, Egypt and ‘University B’ in Philadelphia, USA, utilising a low-cost yet pedagogically innovative use of technology to internationalise the course experience. Students’ intercultural exposure is studied in light of the developmental model of intercultural maturity, evaluating cognitive (i.e., knowledge of cultural differences), intrapersonal (i.e., identity development, capacity to accept differences without being threatened by them), and interpersonal dimensions (i.e., sensitivity to others, capacity to relate to people from diverse backgrounds). Employing a pre/post design using the Global Perspective Inventory and qualitative reflections, the research examines University A students' intercultural maturity. The findings show a substantial increase in students’ interpersonal interactions, knowledge of multicultural issues, emotional awareness, acceptance of diverse perspectives, and social responsibility. This study has important pedagogical implications for higher education institutions wanting to enhance students’ capacity in cultural competence. Recommendations for optimising similar collaborations are provided.