NAVIGATING INTERCULTURAL COMPETENCE DEVELOPMENT THROUGH CHALLENGE-BASED LEARNING A SYSTEMATIC LITERATURE REVIEW

Abstract

Aim: This study investigates the question how Challenge-Based Learning (CBL) in higher education is aligned with three different intercultural competence development models. The purpose of this thesis is to explore the relationship of CBL and intercultural competence development in higher education. Theory: Elements and learning outcomes of CBL have been analysed for alignment with three different theoretical models of intercultural competence development: the Developmental Model of Intercultural Sensitivity by Bennett (1986), the Developmental Model of Intercultural Maturity by King and Baxter Magolda (2005), and the Process Model of Intercultural Competence (Deardorff, 2008). These models provide a multidimensional framework suitable for acquiring more insights in the different elements of intercultural competence development. Method: A systematic literature was conducted, and 15 studies were selected after a thorough screening process. Data were analysed using a thematic analysis approach, following the approach of Clarke and Braun (2006). Themes and codes were mostly deductively applied, based on the theoretical models. Results: This study shows that CBL may positively influence intercultural competence development in higher education. Limited alignment of CBL with the Developmental Model of Intercultural Sensitivity was found. While the Developmental Model of Intercultural Maturity proved to align better with CBL, the Process Model of Intercultural Competence aligned best with different learning outcomes of the educational approach. Additionally, the findings of this thesis contribute to research in higher education and intercultural competence development among students, especially for students following a CBL course or programme. It adds to the growing body of literature of CBL in higher education and showcases that CBL can contribute to intercultural competence development, even outside of intercultural contexts. To gain a deeper understanding of the effect of CBL on intercultural competence development, more longitudinal research is recommended.