Abstract
The Fulbright-Hays Group Projects Abroad (GPA) Program offers institutional grants to support overseas experiences and curriculum development for educators. The study reported here focused on changes in the intercultural literacy of participants involved in a 4-week Fulbright-Hays GPA Program to Indonesia. Participants in this study included K-12 teachers from public schools and teacher education majors. Before and after traveling to Indonesia, eight participants completed a self-assessment of intercultural literacy, which measured competencies, understandings, attitudes, language proficiencies, participation, and identities deemed necessary for successful living and working in a cross-cultural environment. This article presents the results of the assessment survey, along with a discussion of changes in the intercultural literacy of participants in relation to the dimensions of language and participation. It also includes participants’ comments on the value of overseas program activities.
Keywords
intercultural literacy, education abroad, K-12 teachers, teacher education
ORCID Identifiers
Paul R. Wallace : https://orcid.org/0000-0002-2628-3526
DOI
10.5038/2577-509X.10.3.1470
Recommended Citation
Wallace, P. R. (2026). Enhancing teachers’ intercultural literacy: Examining the impact of a Fulbright-hays group projects abroad program to Indonesia. Journal of Global Education and Research, 10(3), 200-219. https://www.doi.org/10.5038/2577-509X.10.3.1470
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
