Intercultural competence and leadership identity in blended global learning

Insights from Thai Undergraduate Students

Authors

DOI:

https://doi.org/10.32674/sa3esk64

Keywords:

International students, Blended global learning, Intercultural competence, Leadership identity, Sustainability education, Global South, International business students

Abstract

This study examines how Thai undergraduate students developed intercultural competence, leadership identity, and sustainability perspectives through a two-week blended international program. Using a qualitative design, data were collected from interviews with 24 students (16 nonparticipants and 8 participants) and from reflective journals. Thematic analysis revealed three developmental shifts: sustainability perspectives advanced from corporate social responsibility (CSR) and sustainable development goals (SDGs) framing to applied systems thinking; leadership identity evolved from aspirational to collaborative practice; and intercultural engagement deepened through adaptability, empathy, and confidence. The findings highlight the transformative potential of short-term blended programs in Southeast Asia and their alignment with SDGs 4, 12, and 13

Author Biographies

  • Wallapa Suengkamolpisut, Mahidol University International College, Mahidol University, Thailand

    Wallapa Suengkamolpisut, DBA, is a Lecturer in International Business at Mahidol University International College, Mahidol University, Thailand. She earned her Doctor of Business Administration from the University of Bradford, UK; her MSc in Leadership & International Management from the University of Kalmar, Sweden; and her Master of Management in Human Resource Management from Mahidol University, Thailand. With over 20 years of experience in strategic HRM, she has held senior corporate roles and served as an advisor and consultant. Her teaching covers Management, Strategic HRM, and Leadership & Change Management in Global business, with a particular emphasis on blended learning and innovative education pedagogies. Her research focuses on strategic HRM, employee well-being, sustainability leadership, and the role of experiential and blended global learning in shaping leadership identity and intercultural competence. Email: wallapa.sue@mahidol.ac.th

  • Saifon Singhatong, Mahidol University International College, Mahidol University, Thailand

    Saifon Singhatong, PhD, is a Lecturer in International Business at Mahidol University International College, Mahidol University, Thailand. She holds a PhD in business administration from Chiang Mai University, an MA in Organization Development, and a BBA in International Business Management from Assumption University. Her research focuses on cross-cultural management, mindfulness in the workplace, and adaptive performance, with a strong interest in how cultural diversity shapes international education and teamwork. She has coordinated international collaboration projects and contributed to curriculum development and AACSB accreditation. Email: saifon.sin@mahidol.ac.th

  • Sithapan Viriyamano, Mahidol University International College, Mahidol University, Thailand

    Sithapan Viriyamano, MA, is an educator in the Business Administration Division at Mahidol University International College, Mahidol University, Thailand, and serves as the corresponding author of this study. She holds an MA in English for specific purposes (ESP) from Kasetsart University and a BA in English from Naresuan University. Since 2012, she has been involved in academic administration, curriculum facilitation, and student services, with a focus on supporting international student engagement and intercultural learning. Her interests include student development, intercultural communication, and innovations in administrative practices to enhance international higher education. Email: sithapan.vir@mahidol.ac.th

    Corresponding Author

References

Angelaki, M. E., Bersimis, F., Karvounidis, T., & Douligeris, C. (2024). Toward more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula. Education and Information Technologies, 29(4), 5079–5113. https://doi.org/10.1007/s10639-023-12025-8 DOI: https://doi.org/10.1007/s10639-023-12025-8

Ayers, J., Bryant, J., & Missimer, M. (2020). The use of reflective pedagogies in sustainability leadership education-a case study. Sustainability (Switzerland), 12(17), Article 3545. https://doi.org/10.3390/SU12176726 DOI: https://doi.org/10.3390/su12176726

Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475 DOI: https://doi.org/10.1177/1468794112468475

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa

Buckley, K. (2016). Blended learning – How to create an effective course. Turkish Online Journal of Educational Technology, 2016(November Special Issue), 387–391. http://doi: 10.21125/edulearn.2016.1935 DOI: https://doi.org/10.21125/edulearn.2016.1935

Cai, L., Li, Q., Wan, E., Luo, M., & Tao, S. (2024). Cultural worldviews and waste sorting among urban Chinese dwellers: The mediating role of environmental risk perception. Frontiers in Public Health, 12(Article 1344834). https://doi.org/10.3389/fpubh.2024.1344834 DOI: https://doi.org/10.3389/fpubh.2024.1344834

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287 DOI: https://doi.org/10.1177/1028315306287002

Denzin, N. K., Lincoln, Y. S., MacLure, M., Otterstad, A. M., Torrance, H., Cannella, G. S., Koro-Ljungberg, M., & McTier, T. (2017). Critical qualitative methodologies: Reconceptualizations and emergent construction. International Review of Qualitative Research, 10(4), 482–498. https://doi.org/10.1525/irqr.2017.10.4. DOI: https://doi.org/10.1525/irqr.2017.10.4.482

Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in research practice. Qualitative Research, 2(2), 209–230. https://doi.org/10.1177/14687941020020020 DOI: https://doi.org/10.1177/146879410200200205

Ghantous, N., & Belkhiria, E. (2024). The Intercultural experience project: A practical tool leveraging multiple intercultural experiences at home to foster student intercultural competence. Innovations in Education and Teaching International, 61(6), 1227–1241. https://doi.org/10.1080/14703297.2023.2254291 DOI: https://doi.org/10.1080/14703297.2023.2254291

Hassan, S. (2025). Intercultural dynamics in higher education: Navigating institutional cultural hubs. Journal of International Students, 15(11), 185–200. https://doi.org/10.32674/8mdz7h78 DOI: https://doi.org/10.32674/8mdz7h78

Hastowohadi, H., Marifatullloh, S., & Widiantari, M. M. (2025). Exploring intercultural competence: A case study of an Indonesian Muslim doctoral student in Australia. Journal of International Students, 15(3), 263–278. https://doi.org/10.32674/628yr447 DOI: https://doi.org/10.32674/628yr447

Jiang, D., Dahl, B., Chen, J., & Du, X. (2023). Engineering students' perception of learner agency development in an intercultural PBL (Problem- and Project-Based) team setting. IEEE Transactions on Education, 66(6), 591–601. https://doi.org/10.1109/TE.2023.3273177 DOI: https://doi.org/10.1109/TE.2023.3273177

Kamran, K., & Awan, A. A. R. (2024). The American campus kaleidoscope: Examining the academic and social experiences of international students. Journal of International Students, 14(4), 919–938. https://doi.org/10.32674/jis.v14i4.6449 DOI: https://doi.org/10.32674/jis.v14i4.6449

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212. https://doi.org/10.5465/amle.2005.17268566 DOI: https://doi.org/10.5465/amle.2005.17268566

Komives, S. R. (2011). Advancing leadership education. The handbook for student leadership development (2nd ed.) 2, 1–34.

Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., Molthan-Hill, P., Pace, P., Azeiteiro, U. M., & Vargas, V. R. (2019). Sustainable development goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production, 232, 285–294. https://doi.org/10.1016/j.jclepro.2019.05.309 DOI: https://doi.org/10.1016/j.jclepro.2019.05.309

Lee, H. (2021). Changes in workplace practices during the COVID-19 pandemic: The roles of emotion, psychological safety and organization support. Journal of Organizational Effectiveness: People and Performance. https://doi.org/10.1108/JOEPP-06-2020-0104 DOI: https://doi.org/10.1108/JOEPP-06-2020-0104

Lee, Y. C., Lau, K. C., & Yip, V. W. Y. (2016). Blended learning for building student-teachers’ capacity to learn and teach science-related interdisciplinary subjects: The case of Hong Kong. Asian Association of Open Universities Journal, 11(2), 166–181. https://doi.org/10.1108/AAOUJ-09-2016-0029 DOI: https://doi.org/10.1108/AAOUJ-09-2016-0029

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. DOI: https://doi.org/10.1016/0147-1767(85)90062-8

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. DOI: https://doi.org/10.1002/ace.7401

Montgomery, C. (2020). Exploring rurality and ethnicity in globalized higher education: Ideologies, intersections and narratives in doctoral research theses. Compare: A Journal of Comparative and International Education, 50(7), 978–994. https://doi.org/10.1080/03057925.2020.1756744 DOI: https://doi.org/10.1080/03057925.2020.1756744

Nava, M. R. (2017). The development of intercultural competences in postbureaucratic organizations. In Evolution of the Post-Bureaucratic Organization (pp. 401–421). https://doi.org/10.4018/978-1-5225-1983-6.ch019 DOI: https://doi.org/10.4018/978-1-5225-1983-6.ch019

Parent, L., Anjou, C., Chartofylaka, L., De Lacaze, T., Forissier, T., & Bourdeau, J. (2025). Integration of interculturality in education for sustainable development. Journal of Environmental Education, 56(3), 246–267. https://doi.org/10.1080/00958964.2025.2471974 DOI: https://doi.org/10.1080/00958964.2025.2471974

Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.

Preston, J. P. (2025). Experiences of international students in postsecondary education: A literature review. In education, 30(1), 44–64. https://doi.org/10.37119/ojs2025.v30i1.732 DOI: https://doi.org/10.37119/ojs2025.v30i1.732

Quesada-Pineda, H. J., & Haviarova, E. (2014). Incorporating experiential learning and education for sustainable development into study abroad programs. Natural Sciences Education, 43(1), 127–136. https://doi.org/10.4195/nse2014.04.0010 DOI: https://doi.org/10.4195/nse2014.04.0010

Qureshi, S. M. Q. (2020). Learning by sustainable living to improve sustainability literacy. International Journal of Sustainability in Higher Education, 21(1), 161–178. https://doi.org/10.1108/IJSHE-01-2019-0001 DOI: https://doi.org/10.1108/IJSHE-01-2019-0001

Ramamoorthi, B., Jäppinen, A. K., & Taajamo, M. (2021). Cosensing and coshaping as shared and relational practices in bringing about relational leaders in higher education. SN Social Sciences, 1(8), Article 211. https://doi.org/10.1007/s43545-021-00210-w DOI: https://doi.org/10.1007/s43545-021-00210-w

Saldana, J. (2018). Writing qualitatively: The selected works of Johnny Saldaña. Routledge. DOI: https://doi.org/10.4324/9781351046039

Singh, M. K. M., & Xue, W. (2025). Review of intercultural academic and social challenges among Chinese international students in Malaysia. Journal of International Students, 15(11), 99–120. https://doi.org/10.32674/f8zc6t90 DOI: https://doi.org/10.32674/f8zc6t90

Sterling, S. (2016). A commentary on education and Sustainable Development Goals. Journal of Education for Sustainable Development, 10(2), 208–213. https://doi.org/10.1177/09734082166618 DOI: https://doi.org/10.1177/0973408216661886

Sustarsic, M. (2020). The impact of intercultural exchange on secondary school exchange students and their host families. Journal of International Students, 10(4), 912–933. https://doi.org/10.32674/jis.v10i4.1042 DOI: https://doi.org/10.32674/jis.v10i4.1042

Tilbury, D. (2011). Higher education for sustainability: a global overview of commitment and progress. Higher Education in the World, 4(1), 18–28.

Torrez, M. A., & Rocco, M. L. (2015). Building critical capacities for leadership learning. New Directions for Student Leadership, 2015(145), 19–34. https://doi.org/10.1002/yd.20121 DOI: https://doi.org/10.1002/yd.20121

UNESCO. (2024). Global flow of tertiary-level students. UNESCO Institute for Statistics. Retrieved 27 September 2025 from https://uis.unesco.org

Versteijlen, M., & Wals, A. E. J. (2023). Developing design principles for sustainability-oriented blended learning in higher education. Sustainability (Switzerland), 15(10), Article 8150. https://doi.org/10.3390/su15108150 DOI: https://doi.org/10.3390/su15108150

Wang, Y. F., & Teng, C. C. (2019). A transformative sustainability learning model for inculcating passion for learning about green food and beverage in hospitality college students. Journal of Teaching in Travel and Tourism, 19(4), 302–325. https://doi.org/10.1080/15313220.2019.1592060 DOI: https://doi.org/10.1080/15313220.2019.1592060

Whalen, K., & Paez, A. (2022). Reliability of the reflective learning framework for assessing higher-order thinking in geography and sustainability courses. Journal of Geography, 121(1), 18–33. https://doi.org/10.1080/00221341.2021.2003848 DOI: https://doi.org/10.1080/00221341.2021.2003848

Downloads

Published

2026-01-15

Issue

Vol. 16 No. 1 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

Categories

License

Copyright (c) 2026 Journal of International Students

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Suengkamolpisut, W., Singhatong, S., & Viriyamano, S. (2026). Intercultural competence and leadership identity in blended global learning: Insights from Thai Undergraduate Students. Journal of International Students, 16(1), 1-22. https://doi.org/10.32674/sa3esk64