Immigrant students and global education

Research on immigrant students in higher education often articulates a deficit narrative emphasizing the challenges face comparison to their native-born peers. In for global competence, however, students’ life experiences give them potential advantage. This study investigated whether project-based learning designed take advantage of intercultural could contribute development competence among undergraduate students. Developing and teaching collaborative, course where researched peers, researchers measured specific outcomes using quantitative thematic analysis student research papers reflective essays. The concluded that assignments yield significant contributions non-immigrant alike.