Multicultural Learning and Education Curriculum on Shandong University Students’ Intercultural Communication Competence

Abstract

This study examines the direct effects of multicultural-based learning dimensions and the Multicultural Education Curriculum (MEC) on university students’ Intercultural Communication Competence (ICC). This study adopted a quantitative cross-sectional survey approach. 384 undergraduate students from Shandong University in China were involved in the study using a structured questionnaire. Participants were recruited using stratified random sampling, in order to ensure that there were sufficient participants of different characteristics. Using the questionnaires, quantitative data were collected and analyzed by means of Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping in order to test the relationships between the investigated variables. Findings showed that four multicultural-based learning dimensions are significantly and positively affecting students’ ICC. Culturally Responsive Teaching and Learning (? = 0.138) emerged as the strongest predictor, followed by Community-Engaged Multicultural Learning (? = 0.122), Collaborative and Social Interaction Learning (? = 0.115), and Social Justice and Advocacy-Based Learning (? = 0.107). However, Experiential Multicultural Learning did not demonstrate a significant direct effect on ICC (? = 0.072, p > .05). In addition to the effects of experiences with multiculturalism on ICC, the Multicultural Education Curriculum showed a strong positive and significant direct effect on ICC (? = 0.413, t = 8.359, p < .001). Among all the variables in the proposed model, students’ intercultural communication competence was the most affected by this study. Students’ intercultural communication competence can be fostered by multicultural learning experiences and a multicultural education curriculum. This study’s findings can aid university instructors and a curriculum developer in facilitating students’ skills for culturally responsive teaching and engaging them in experiences of learning through collaborative projects, community service, and a study of a multicultural curriculum.