This document summarizes a case study of an international school in Costa Rica called Centro Educativo Futuro Verde. The study examined the educational approaches used to develop intercultural competence among teachers and students. Key findings included that teachers incorporated strategies to cultivate student empathy, perspective-taking, and respect for diversity. Professional development for teachers focused on the school's vision of developing intercultural skills. Students and teachers perceived the school environment as promoting open-mindedness and cultural understanding. The document recommends that schools incorporate intercultural competence into their mission and curriculum.

1. Developing Intercultural
Competence through Education:
A Case Study of an International
School in Costa Rica
Laura Macartney
Department of Education, Northcentral University
Prescott Valley, AZ
November, 2016
Dr. Cary Gillenwater, Committee Chair
Dr. Michael Shriner and Dr. Nicole Avena, Committee Members

2. Agenda
 Background
 Statement of the Problem and Purpose of the Study
 Research Questions
 Significance of the Study
 Theoretical Framework
 Literature
 Methodology
 Limitations
 Findings
 Implications: Recommendations for Research and Practice
 Conclusions

3. Background
 Globalization has changed the world.
 The impact of
 substantial technological advances,
 diversification of businesses and organizations,
 economic and political factors, and
 increased international migration
have led to an interconnected global society with unprecedented interdependence among
countries worldwide (Lehner & Wurzenberger, 2013; Livermore, 2011; White, 2015; Wilson, 2013).
 Globalization is considered to be one of the most influential and crucial topics in the field
of education (Apple, 2011; Stewart, 2012; Zinser, 2012).
How can educators prepare the students of today for the globalized world?

4. Background
 Consensus of how best to prepare students for a globalized world has not yet been
reached, although research has yielded consistent themes of educational priorities:
 sustainability,
 basic human rights and freedoms,
 responsible citizenship on a local and global level,
 critical thinking,
 peaceful conflict resolution, and
 intercultural competence (Goh, 2012; Lehner & Wurzenberger, 2013; Mundy & Manion, 2008; Standish, 2014; West,
2012; Zinser, 2012).
 Intercultural competence, the ability to behave appropriately and communicate
effectively across a wide variety of multicultural situations, has arisen as a vital skill
for young people to develop in preparation for successful life and work in the highly
interconnected, intercultural world of the 21st century.
 Yet, research on how this may be achieved has been limited (Goh, 2012; Lopes-Murphy, 2014; Mundy &
Manion, 2008; Naughton, 2010; Oran, 2011; Yali, Lin, & Hoge; 2008).

5. Statement of the Problem
 Within K-12 education there is a clearly identified need to cultivate students’
intercultural competence, i.e. their ability to communicate effectively and
behave appropriately in multicultural situations, yet few schools effectively
do so.
 This is a problem because intercultural competence is recognized as a crucial
capability for students as they prepare to live and work as citizens of a
diverse and interconnected society.
Purpose of the Study
 The purpose of this qualitative case study was to examine the educational
approaches utilized to develop the intercultural competence of teachers and
students at Centro Educativo Futuro Verde, an international school in Cóbano
de Puntarenas, Costa Rica, in 2016.

6. Research Questions
 Q1. How have the teachers of Centro Educativo Futuro Verde incorporated
instructional strategies to cultivate students’ intercultural competence into their
teaching?
 Q2. How have the principal and governing school board of Centro Educativo Futuro
Verde incorporated strategies to develop teachers’ and students’ intercultural
competence into professional development activities?
 Q3. How do the students and teachers at Centro Educativo Futuro Verde perceive
their experiences related to the development of intercultural competence?
 Q4. Why have the parents of Futuro Verde students chosen for their children to
attend a school with an intercultural focus?

7. Significance of the Study
 This case study contributes important information to the field that may be useful for
educators and policymakers as they attempt to implement integrated approaches to
improve the intercultural competence of students and staff.
 Findings from multiple previous studies have demonstrated the unpreparedness of teachers
to teach with intercultural competence (DdJaeghere & Cao, 2009; Goh, 2012; Milner, 2011; Santoro, 2014;
Santos, Araujo, & Simoes; 2014).
 There is a general lack of research on the specific educational practices that enhance the
intercultural competence of students and staff (Goh, 2012; Lopes-Murphy, 2014; Naughton, 2010).
 This lack of research is problematic because teachers cannot adequately implement
practices to develop students’ intercultural competence if they are unaware of what
comprises effective practice (Cushner, 2008; Santos et al., 2014).
 Principals cannot institute cohesive school reform measures to address intercultural
competence without sufficient knowledge and training of research-based best practices
(Naughton, 2010).
 More research on the educational approaches utilized to develop the intercultural
competence of teachers and students is necessary. The current case study contributes
to that body of research.

8. Theoretical Framework: Cultural Intelligence
 Cultural intelligence, or CQ, is the ability to function effectively across
cultures and contexts that are characterized by diversity (Ang & Van Dyne, 2008a; Earley
& Ang, 2003).
 CQ was chosen for this study because
 it is based on contemporary theories of intelligence, and thus has a strong
empirical foundation of research,
 it can be broadly applied across various cultures and contexts,
 while specific research on the development of CQ in an educational context exists,
the body of work is quite limited and necessitates further exploration, and
 CQ has shown a strong prognostic value in predicting particular aspects of
intercultural competence (Ang, Van Dyne, & Tan; 2011; Earley & Ang, 2003; Livermore, 2011; Soon,
Van Dyne, Koh, Ng, Templer, Tay, & Chandrasekar; 2007).
 Cultural intelligence is a multifaceted construct, consisting of four main
factors: motivational, behavioral, cognitive, and metacognitive CQ.
 The combination of the four factors determines one’s overall level of cultural
intelligence.

9. Brief Literature Summary
Educational Practices to Develop Teachers’ Intercultural Competence
 At the pre-service level (university):
 Intercultural competence instruction should be integrated holistically across courses and should include diverse
perspectives on issues, opportunities to examine a topic through a multicultural lens, incorporating students’
diverse backgrounds into a course, and requiring students to engage in multicultural experiences in their own
communities and abroad (Deardorff, 2009).
 Three main factors that contributed to the intercultural competence of university students: diverse experiences,
integrative learning experiences, and clear and organized instruction (Salisbury & Goodman, 2009).
 Job-embedded professional development:
 A positive correlation between training in intercultural competence and teachers’ levels of intercultural
competence was found, with reflective practice the primary factor (Baron, Scullin, & Mahood, 2014; DeJaeghere and
Cao (2009).
 Self-reflection was a key component of all training programs researched.
 Gay (2010) advocated for purposeful self-study or reflection in order to identify one’s own beliefs, and how
those beliefs may, consciously or subconsciously, affect habits and behaviors.

10. Brief Literature Summary
Educational Practices to Develop Students’ Intercultural Competence
 Purposeful intercultural dialogue and opportunities for student reflection were primary factors in
the cultivation of students’ intercultural competence in several studies (Foster, Cunningham, and
Wrightsman, 2015; Santos et al., 2014).
 Instruction to increase students’ intercultural competence must be holistic, collaborative, and
intentional (Davies & Reed, 2005; Gonzalez-Faraco et al., 2013; Milner, 2011; Santos et al., 2014).
 Trusting relationships and open communication between students and teachers, as well as among
students themselves, are key to approaching sensitive intercultural topics (Milner, 2011).
 Other findings: issues of race and prejudice must be addressed openly, collaboration of teachers is vital,
and there must be a shared sense of responsibility for the well being of all students.
 Approaches to develop students’ intercultural competence should begin in early primary school and
consist of an integrated, multidisciplinary approach (Davies & Reed, 2005; Santos et al., 2014)
 However, in the U.S., it is common to address intercultural competence in a single subject area in high
school (Davies & Reed, 2005).

11. Brief Literature Summary
Intercultural Competence in International Schools
 International schools may provide an ideal setting for the development of students’ intercultural
competence, however the setting itself does not guarantee intercultural competence (Gonzalez-Faraco,
Jimenez-Vicioso, & Perez-Moreno; 2013).
 It cannot be assumed that because the population is diverse, intercultural competence will
naturally exist; indeed, the opposite has been found to be true (Cushner, 2008; Huges, 2014; Taylor, 2014).
 Gonzalez-Faraco et al. (2013) conducted a case study on the intercultural competence attitudes
and behaviors of teachers at an international school in Spain. Their findings revealed that, despite
the multiculturalism of the school:
 Teachers generalized certain behaviors to particular cultural groups of students, contributing to cultural
stereotypes.
 Students tended to stay with peers of the same cultural group, and did not often socialize with classmates
of other cultural backgrounds.
 The researchers concluded that intercultural competence must be explicitly and intentionally developed, as
it may not occur naturally in multicultural settings.

12. Methodology
 Design: A single qualitative case study.
 This design was selected due to the purpose of the study and the nature of the research
questions, which sought to elicit the unique perceptions, behaviors, actions, and experiences of
participants in their natural setting.
 The case that was studied in this research project is the unique international educational
institution, Centro Educativo Futuro Verde, located in a remote area of rural Costa Rica.
 Data Collection: 8 observations, 23 semi-structured interviews, and an analysis of 6
relevant documents.
 Sample: A sample representative of the diversity of Futuro Verde school was chosen to
engage in semi-structured interviews with the researcher.
 Purposive sampling was used to determine the specific participants that were interviewed.
 23 participants were interviewed: 10 students, 6 teachers, 1 administrator, 4 parents, and 2
school board members.
 Analysis: The analysis consisted of coding and categorizing the data for the purpose of
organizing them into prominent themes and patterns.

13. Limitations
 This was a single case design in which participants were selected using purposive
sampling rather than random sampling, thus limiting the statistical generalizability of
the findings to a larger population.
 However, Yin (2003) contended that while qualitative single case studies may not be
generalizable to a population, they are generalizable to theories and phenomena.
 Only one school was included in the study.
 The school, Futuro Verde, was chosen due to its unique multicultural makeup and its
distinctive setting in rural Costa Rica.
 The school offers perspectives of teachers and students from a wide variety of different
countries working toward common goals.
 The school has very few resources, thus demonstrating uniqueness in that the ways in which
intercultural competence is manifested are implemented without much financial support.
 This may add to the generalizability of the findings, since the strategies utilized to develop
intercultural competence could be replicated at little to no cost.

14. Findings
 Research question 1. How have the teachers of Centro Educativo Futuro Verde incorporated
instructional strategies to cultivate students’ intercultural competence into their teaching?
 Theme 1: Teachers perceive intercultural competence as a core value of the school and
cultivate students’ intercultural competence by intentionally incorporating empathy, perspective
taking, and respect for diversity into classroom activities and discussions.
 Theme 2: Consistent teacher modeling helps students develop intercultural competence.
 Theme 3: Teachers develop students’ intercultural competence through the promotion of
responsible risk taking.
 Research question 2. How have the principal and governing school board of Centro Educativo Futuro
Verde incorporated strategies to develop teachers’ and students’ intercultural competence into
professional development activities?
 Theme 1: Strategies to develop the intercultural competence of teachers and students are
incorporated into professional development activities through a consistent focus on the school
vision.
 Theme 2: The school director differentiates professional development and support to meet the
unique needs of teachers related to intercultural competence.

15. Findings
 Research question 3. How do the students and teachers at Centro Educativo Futuro Verde perceive
their experiences related to the development of intercultural competence?
 Theme 1: Students and teachers are motivated to develop intercultural competence and learn
multiple languages because they perceive them as valuable and positive.
 Theme 2: The school environment is perceived as promoting open mindedness, reflection, and
intercultural understanding.
 Theme 3: Peace Practices are perceived by teachers and students to build relationships and
strengthen intercultural competence.
 Research question 4. Why have the parents of Futuro Verde students chosen for their children to
attend a school with an intercultural focus?
 Theme 1: Parents have chosen for their children to attend a school with an intercultural focus
because it prepares them for life.
 The findings of this study indicate that intercultural competence is a core value of the school
that is manifested through purposeful discussions, thoughtful reflection, and meaningful
interactions and activities.
 This is consistent with findings of previous studies in which the primary factors in the cultivation
of students’ intercultural competence were determined to be purposeful intercultural dialogue
and opportunities for student reflection.

16. Recommendations for Practical Applications
 Recommendations for practical applications:
 Educational practitioners should incorporate intercultural competence into the school mission and
vision statements.
 These statements represent the purpose, values, and goals of a school, and should serve as guiding
principles for the actions and behaviors of staff, students, administrators, and parents (DuFour & Eaker,
2002).
 Educational practitioners should intentionally incorporate the principles of intercultural competence
throughout the curriculum.
 The principles of intercultural competence should permeate the school culture and should
consistently influence the interactions of students and staff members.
 Teachers, administrators, and students should engage in self-reflection to develop their intercultural
competence.
 Self-reflection is necessary to identify one’s own beliefs and to determine how those beliefs may,
consciously or subconsciously, affect habits and behaviors (Gay, 2010).
 Teachers should receive intercultural competence training and ongoing support through
differentiated professional development.
 Training/support must be relevant and connected to practice, and may consist of large group
dialogues, small group discussions, coaching, mentoring, collaboration, or a combination of the
above.

17. Recommendations for Future Research
 Recommendations for future research:
 Given the unique location and makeup of Futuro Verde, more research is necessary in
different settings with various student populations.
 The study could be expanded to a multiple case study that includes several distinct schools,
with the analysis of the findings focused on concurrent themes between the schools.
 More research is necessary on the implementation of specific intercultural competence
frameworks in K-12 school settings.
 A quantitative or mixed methods study in which the staff and students’ levels of intercultural
competence are assessed in conjunction with their perspectives and experiences is
recommended.
 This could be accomplished via a survey method in which participants are asked to evaluate
their own levels of intercultural competence using a numerical scale, in addition to
answering questions about their experiences and ideas.
 This type of study may provide insight into possible causal relationships between teachers’
and students’ levels of intercultural competence, as well as the relationships between
teachers’ experiences and their levels of intercultural competence.

18. Conclusions
 Intercultural competence has been identified as one of the crucial skills for
students to attain in order to function effectively in the diverse,
interconnected 21st century society.
 Schools bear much of the responsibility for fostering the intercultural
competence of youth, yet to date there has been a lack of research on how to
effectively accomplish this responsibility.
 The findings from this study contribute to the existing knowledge on the topic
of how to develop the intercultural competence of students and teachers in
K-12 educational settings.
 This study may help to guide administrators and teachers as they attempt to
develop the intercultural competencies of their staffs, students, families, and
community members.

19. Thank you!
Questions
and
Comments