Promoting intercultural competence in study abroad students

Abstract Universities have been promoting study abroad programmes for a long time to improve intercultural competence. However, the mere exposure cultural differences while studying does not ensure competence, unless students’ reflective processes are explicitly targeted. The article presents results of short intervention grounded in problem-based approach aimed at improving competence students. Students were assigned three conditions: video-log condition (in which they narrate critical incident occurred them), reflection-induced video-logs prompted reflect on produced), and an active control condition. improved perceived proficiency Italian opportunities reflection, but it did contribute applicable conceptual knowledge