Fostering multilingualism and intercultural engagement in higher education

A systematic review of supportive institutional actions

Authors

DOI:

https://doi.org/10.32674/88y21426

Keywords:

higher education, intercultural exchange, internationalization, multilingualism, student mobility

Abstract

Over its 40 years, the Erasmus program has significantly shaped the European Higher Education Area. However, many students show limited integration into host languages and cultures, often socializing mainly with other exchange students and relying on English. As international relations offices play a key role in fostering integration, this study combines a systematic literature review with an analysis of university initiatives to identify effective institutional practices. Following PRISMA guidelines and the PICO framework, it examines peer-reviewed studies and institutional actions supporting multilingualism and intercultural engagement. Findings highlight ten successful initiatives, including Erasmus Student Networks, Buddy Programs, Tandem exchanges, and Language cafés. Results also reveal significant variability across institutions in organizational structures and access to resources. Overall, the study identifies practical actions that enhance social integration, cultural participation, and multilingual development, offering guidance for improving international student experiences in higher education.

Author Biographies

  • Rubio-Alcalá, University of Huelva, Spain

    Rubio-Alcala is Head of Language Policy at the University of Huelva, Spain, and a researcher in the field of applied linguistics with a particular focus on language policy and multilingualism. His work examines how institutional, educational, and societal frameworks shape language use and language learning in multilingual contexts. He has co-authored with Do Coyle the edition of the book Developing and Evaluating Quality Bilingual Practices in Higher Education (Multilingual Matters, 2021).

  • Molka-Danielsen, Molde University College, Norway

    Judith Molka-Danielsen is a researcher and academic at Molde University College, Norway, whose work focuses on multilingualism, intercultural communication, and the role of language in digitally mediated environments. Her research explores how language practices evolve in international and technology-enhanced contexts, particularly in higher education and professional communication. She has contributed to studies on virtual collaboration, digital literacy, and the use of English as a lingua franca alongside other languages in global settings. Some representative publications related to the internationalization of higher education include Molka-Danielsen, J. (2018). 

  • Delgado-Algarra, University of Huelva, Spain

    Emilio Delgado-Algarra is a scholar in the fields of social science education and applied linguistics, with research interests that intersect language, education, and civic competence. His work often addresses multilingualism, intercultural dialogue, and the role of language in fostering critical thinking and democratic participation in educational settings. He has contributed to projects examining how language policies and pedagogical practices can support inclusive and pluralistic learning environments, particularly in contexts shaped by cultural and linguistic diversity. Some of his representative publications include Delgado-Algarra, E. (2018). Education for democratic citizenship and social cohesion: Approaches and perspectives, and Delgado-Algarra, E., & Estepa-Giménez, J. (2019). Citizenship education and the development of social and civic competence in Spain.

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Published

2026-08-02

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Vol. 16 No. 17 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

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Copyright (c) 2026 Rubio-Alcalá, Molka-Danielsen, Delgado-Algarra

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How to Cite

Rubio-Alcala, F. D., Molka-Danielsen, J., & Delgado-Algarra, E. J. (2026). Fostering multilingualism and intercultural engagement in higher education: A systematic review of supportive institutional actions. Journal of International Students, 16(17), 25-50. https://doi.org/10.32674/88y21426