Intercultural exchange: A viable substitute for study abroad

The COVID-19 pandemic was a significant blow to university students worldwide. Like other countries, all university classes in Japan moved online, sparking debates about the very existence of higher education and the value of university life without face-to-face classes or on-campus interactions.

In Japan, university life has been valued not only for academic activities but also for the opportunities it provides outside the classroom, such as making lifelong connections with peers, engaging in extracurricular clubs and organisations and participating in volunteer activities and internships, which are now considered necessary for job hunting.

Unlike in the United States, where online courses have been offered as an attractive option for busy working adults and veterans seeking flexible education, online classes in Japan have traditionally been viewed as a last resort, implemented only when in-person classes were not feasible.

The pandemic also accelerated the digital transformation of study abroad, which is now a very popular programme that many Japanese students aspire to join.

For instance, during the pandemic, Nagoya University, located in central Japan, launched a programme called ‘iRyugaku’ which enabled students to virtually experience activities they would have otherwise experienced overseas, such as intercultural interactions, foreign language training, online sports watching, virtual sightseeing and even cooking while using foreign languages.

The literature suggests that universities worldwide adopted similar measures, and post-pandemic research has since debated the strengths and limitations of these virtual tools, particularly regarding the question, “To what extent can online study abroad replace traditional study abroad?”

While the convenience of online tools has been acknowledged, there is widespread recognition that some experiences, such as direct interaction and immersion in a foreign environment, cannot be replicated online.

Intercultural exchange

Another programme that has gained attention in the post-pandemic era as a potential alternative to traditional study abroad is domestic ‘intercultural exchange’ (IE). Although the concept is not new, IE programmes, which facilitate interaction between domestic and international students, are increasingly attractive in today’s context.

This is particularly true in Japan, where the demand for English skills in the job market is rising and the costs of studying abroad are climbing. For example, Nagoya University has recently expanded its Model United Nations programme – where students simulate meetings of the United Nations councils to learn about global governance and discuss various global issues – by offering both English- and Japanese-speaking sessions to create a place for Japanese and international students to interact.

Since 2023, the university has also introduced sub-programmes called ‘Model UN Café’ to diversify its IE offerings. Another university in the Nagoya metropolitan area has been leveraging opportunities for Japanese students to engage in collaborative activities with students from other countries, such as Singapore and Lithuania, during their visits to Japan.

However, compared to extensive research on virtual versus traditional study abroad, studies comparing traditional study abroad and intercultural exchange remain limited. As such, a recent article we published in Cogent Education with our colleague Yoko Tatsumi explores how IE has been perceived by students in the post-pandemic era, based on data collected from over 600 students at Nagoya University.

Attractive substitute

The study concludes that IE “can serve as an attractive substitute for traditional study abroad” for two key reasons. First, both IE and traditional study abroad are driven by similar factors that raise students’ interest levels, such as perceived benefits (for example, language skill improvement) and the importance of such experiences for their careers after graduation. In other words, students at one of Japan’s top research universities see similar value in both activities.

Second, the impact of “concerns about studying abroad” differs between the two programmes. When students face concerns about studying abroad, such as the cost of going abroad or the lack of language proficiency, their interest in IE increases, while their interest in study abroad remains unaffected. In other words, students who feel they “cannot afford to study abroad” or “might not be able to” tend to turn to IE as a substitute.

The nuanced notion used in the article that IE can be seen as a substitute for studying abroad also stems from results related to other factors. For example, students who have previously studied abroad show increased interest in studying abroad again but no change in their interest in IE. This suggests that those who have experienced studying abroad do not view IE as equivalent to studying abroad.

Furthermore, whether students obtain information about study abroad from the university raises their interest in IE, but has no effect on their interest in studying abroad itself. This might indicate that students view IE as ‘preparation’ or a ‘warm-up’ activity for studying abroad.

Thus, these results suggest that while IE may be seen as a substitute for studying abroad, it does not entirely replace the role of the traditional experience.

Quantitative analysis

Overall, this study carries significant implications. Not only does it analyse data from a large sample of students, but it also employs quantitative analysis, which remains relatively rare in Japan’s study abroad research. Moreover, it highlights the growing importance of IE in the post-pandemic era.

In an unpredictable world where another pandemic could arise and where societies are increasingly cautious about infectious diseases, opportunities for intercultural experiences utilising domestic resources will likely become ever more critical. In this context, this research, which scientifically underscores the value of IE, is a strong ally for educators and university staff striving to promote English education and international exchange for students.

Chika Yamamoto Rosenbaum is an associate professor of political science at Nagoya University of Commerce and Business, Nagoya University, Japan. Nami Iwaki is a professor at the Global Engagement Center and the director of the study abroad office of Nagoya University.

This article is a commentary. Commentary articles are the opinion of the authors and do not necessarily reflect the views of University World News.