Intercultural Readiness of Cambodian University Students for English as a Medium of Education (EME) in the Thai Context: A Missing Perspective in the Pre-Arrival Stage
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Abstract
Background and Objectives: Intercultural citizenship includes the skills, knowledge, and attitudes necessary for active participation in diverse, multilingual communities with critical cultural awareness. These competencies are especially crucial in English as a Medium of Education (EME) programs, where academic success and social integration depend on intercultural readiness. This study investigates the development of intercultural readiness among Cambodian university students preparing for EME programs in Thailand. It examines how environmental factors—family, community, and regional influences—along with formal and informal intercultural experiences, shape students' readiness. By focusing on the pre-arrival stage, this research addresses a critical yet often overlooked aspect of intercultural readiness. The results aim to inform educators, policymakers, and program developers about the importance of early interventions in fostering students' adaptability and intercultural competence.
Methodology: Using a qualitative design, the study draws on autobiographical narratives and in-depth interviews with five Cambodian university students. Participants were purposively selected to promote diversity in gender, academic background, and previous intercultural experiences. Thematic analysis identifies patterns and themes in their experiences, providing insights into their readiness for EME environments before arrival. This approach captures both individual and cross-case perspectives, framed by the Ecological Systems Theory and the Intercultural Communicative Competence Model.
Main Results: The results show that family narratives, community engagement, and geographic proximity affect students' readiness for English as a Medium of Education (EME). Family support was crucial, with education often seen as a pathway to social advancement. Parental support and narratives about education abroad fostered emotional resilience and motivation. Community involvement through religious groups, schools, and volunteer activities contributed to developing intercultural competence. Geographic proximity to Thailand offered some participants familiarity, though its impact varied. Students with extensive intercultural experiences, both formal (e.g., exchange programs) and informal (e.g., cross-border interactions), exhibited greater confidence and adaptability in EME contexts. Conversely, those with limited exposure relied heavily on family support and second-hand insights, resulting in varied levels of readiness.
Discussions: The study emphasizes the importance of pre-departure preparation programs in developing linguistic, emotional, and cultural competencies. These programs support both students with extensive and minimal prior experiences, ensuring equal opportunities for a smooth transition into English as a Medium of Education (EME) contexts. The findings highlight the interplay between environmental and experiential factors in fostering intercultural citizenship, a key quality for thriving in diverse multilingual and multicultural academic settings. Pre-arrival interventions, including language training, cultural workshops, and organized reflection activities, are essential for developing intercultural readiness and enhancing students’ adaptability in diverse academic environments.
Conclusions: The study supports organized pre-departure preparation programs that include language training, cultural awareness workshops, and activities designed to enhance emotional resilience. Such programs can help bridge gaps in intercultural readiness and promote a more inclusive perspective on international education. Furthermore, this research emphasizes the need for further investigation into the challenges and strategies related to post-arrival adaptation, providing greater insight into the development of intercultural citizenship within EME frameworks.
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