ijems | scientific article InternationalisationatHome: InterculturalEngagementofStudents inExtracurricularActivities; med2iahCaseStudy nada trunk širca UniversityofPrimorska, InternationalSchoolforSocial andBusinessStudies, emuni University,Slovenia trunk.nada@gmail.com anica novak trunk InternationalSchoolforSocial andBusinessStudies, emuni University,Slovenia anica.novak@mfdps.si karim moustaghfir AlAkhawaynUniversity,Morocco k.moustaghfir@aui.ma dorsaf ben malek VirtualUniversityofTunis, Tunisia dorsaf.benmalek@uvt.tn Thisstudyexplorestheroleofextracurricularactivitiesinenhancing students’interculturalabilities,usingthe med2iah Erasmus+ cbhe projectasacasestudy.Conductedbetween2020and2023across12 highereducationinstitutionsinnon-eu SouthernMediterranean countries,theprojectaimedtointegrateinternationalandintercul- turalaspectsintolocaleducation.Theconceptof‘Internationalisation atHome’(iah)ishighlighted,emphasizingtheinclusionofglobal learningopportunitieswithinthecurriculumandcampuslifeforall students.Thestudyfindsthatspecificextracurricularactivities,such asdigitalstorytelling,interculturalevents,andthe friends Tea- Houses,significantlycontributeto iah byfosteringinterculturalen- gagementandunderstanding.Theresearchconcludesthattheseini- tiativeseffectivelypromoteinterculturalcompetencies,enhancecom- municationandteamworkskills,andprovidevaluableinsightsinto managingculturalcollaborations,therebysupportingtheinternation- alisationgoalsofhighereducationinstitutions. KeyWords:interculturalactivities,diverse-universityatmosphere, internationalisationwithinadomesticsetting https://emuni.si/ISSN/2232-6022/17.33-62.pdf volume 17 | 2024 | number 1 | 33–62 [34] NadaTrunkŠircaetal. introduction Theideaofinternationalisationhasspreadbeyondgeographicalbound- aries in today’s connected society and is now present in educational institutions worldwide. The main focus is to encourage the develop- ment of intercultural competence and foster understanding between domestic and international student groups. The concept of ‘Interna- tionalisationatHome,’whichseekstoprovideinclusiveandculturally diverse university environments that facilitate cross-cultural learning opportunitiesforallstudents,hasarisenasaresultofthistransforma- tion. Thispaperexaminestheimpactofinterculturalparticipationinex- tracurricular activities on the development of students’ intercultural competencies. Further on, we provide a concise overview of the dis- tinctions between curricular, co-curricular, and extracurricular activi- ties. Curricular activities are essential components of a student’s for- maleducation, comprisingthenecessaryeducationalexperiences.Co- curricularactivitiesenhancethecurriculumbyofferingpracticalexpe- riences that are relevant to it, focusing mainly on learning skills and literacyskills.Extracurricularactivitiesrefertovolunteerpursuitsthat takeplacebeyondtheformalcurriculum, focusingmainlyondevelop- ing the intangible elements of a student’s everyday life (Dermol et al. 2023;MishraandAithal2023). The initial section of the paper explores the theoretical foundation ofinternationalisationathomeandthenotionofinterculturalcompe- tence.Expandinguponthetheoreticalbasis,themethodologysection introduces our case study and describes the strategy used to analyse thepositiveimpactofextracurricularactivitiesoninternationalisation athomeandoninterculturalinteraction.Thecasestudyfocusesonthe Erasmus+projectmed2iah(MediterraneanCountriesTowardsInter- nationalisation at Home), which was executed at 12 higher education institutions(heis)innon-euSouthernMediterraneancountriesfrom 2020to2023. Theempiricalsectionofthearticleshowcasesresultsthatillustrate theconcreteimpactof med2iah’sextracurricularprogrammesinfos- tering internationalisation at home and improving the intercultural skills of the students involved. The essay examines the various ad- vantages of these programmes inpromoting cross-cultural awareness, communication skills, and cultural sensitivity among students, using bothqualitativeandquantitativeanalysis. ijems InternationalisationatHome [35] internationalisation at home and students’ intercultural competencies InternationalisationatHome(iah) Thefocusofinternationalisationinhighereducationhaschangedover the past few decades from only encouraging outbound mobility to in- cluding Internationalisation at Home (iah). Regardless of a student’s mobilitystatus,theglobaleducationlandscapehascometorealisethe significance of helping them develop international and intercultural abilities.Highereducationinstitutions(heis),originallymotivatedby the goal of staff and student mobility abroad, have shifted their focus to iahbecauseofitsinclusivenessandwiderscope.Thisshiftacknowl- edges that international exposure should not be limited to those able toparticipateinstudyabroadprograms(Sercu2023). In Europe, the idea of iah was first presented as an alternative to traditional mobility programs in the late 1990s. The concept was de- fined by Crowther et al. (2001) as ‘any internationally related activ- ity except outbound student and staff mobility,’ and later refined by BeelenandJones(2015)as‘thepurposefulintegrationofinternational andinterculturaldimensionsintotheformalandinformalcurriculum forallstudentswithindomesticlearningenvironments.’Thisevolution marks a significant expansion in the scope and intentions of iah ini- tiatives. iah initiativesconsiderablyincreasedinrecentyears,whichisalso reportedintheeaieBarometer:56ofuniversitiesinEuropehavein- cluded iah intheirpolicies,while64ofEuropean universities claim thattheyundertookactivitiesfor iah (eaie 2015).Additionally,find- ings in the last few years show that iah is clearly identified by heis asanimportantareaofinternationalisation(eaie 2018).However,at thesametime,findingsfrom eaie 2018showthat,althoughinterna- tionalisation at home was highly on the priority of heis, undertaken activities related to internationalisation at home were fewer (46 in 2015vs21in2018). Themaingoalofiahistogivelocalstudentsessentialopportunities togaininternationalexperiencescrucialfortheirfutureemployability (SlotteandStadius2019).Therefore, iahstrivestoequiplocalstudents with the same success factors as those in more privileged regions. To achieve this, iah incorporates international elements into curricula, campuslife,andfaculty,promotesinterculturaldialogue,andfostersa globalmindsetwithinuniversities(Leask2009). volume 17 | 2024 | number 1 [36] NadaTrunkŠircaetal. BenMalek(2023)highlightsthatadopting iah provides heis with additional tools and methods of internationalisation to promote a modern, equitable, and inclusive global society. This approach allows students and staff to gain international experience without leaving their home universities. Consequently, iah ensures that all students receive global perspectives within their study programs, regardless of theirphysicalmobility.It alsoengages allstaff members, notjust aca- demics and international officers, supported by informal (co-)curricu- lumactivitiesacrosstheinstitution(InternationalAssociationofUni- versities2007). iah effectivelyutilisesclassroomculturaldiversityfor inclusive learning, teaching, and assessment practices. Additionally, it fosters intercultural encounters within the local community by en- couragingpurposefulengagementwithinternationalstudents(Beelen 2011;Leask2009). Tomaximiseitsbenefits, iah shouldbeintegratedintotheuniver- sity’s strategic plan rather than treated as an additional activity. This integration requires intentional efforts from policymakers, manage- ment,andstafftoembedtheinternationaldimensionintotheinstitu- tion’soverallpolicy.AccordingtoBenMalek(2023),thisprocessshould bedeliberateandtranslatedintoactionsacrossvariouslevels(manage- ment, academic, administrative staff, students) and areas (education, research, society). iah should serve as a tool to enhance the quality of teaching and learning, addressing the needs of every society. Con- sequently, every university should develop a strategy for internation- alisation at home, rooted in intercultural sensitivity and communica- tion, valuing diverse cultures for their contribution to global citizen- ship(Elkin,Farnsworth,andTemplar2008).Itisacomprehensivepro- cess involving allinstitutional stakeholders, ensuring inclusiveness as afoundationforanysuccessful iahstrategyandguaranteeingthesus- tainabilityofitsoutcomes. Previousresearch(Bocanegra-Valle2015;Planken2005;Shaw2006) emphasisestheneedtofocusmoreontheexpansionofinternational- isationinhighereducation. Forinstance,inBologna, thereisa recent trend to review academic needs and update syllabi (Bocanegra-Valle 2016). Aguilar (2018) notes that popular practices to internationalise education in Europe and globally include English-medium instruction (emi) and developing intercultural communicative competence (icc). Internationalisationinhighereducationhasalreadytransformedclass- rooms into ‘small international spaces,’ where local students can de- ijems InternationalisationatHome [37] velopinterculturalskills(Aguilar2018).Aguilararguesthatprofession- als need to be interculturally and linguistically competent due to the increasinglyglobalisedworld.Therefore,developingthesecrucialskills iswidelyacceptedwithincoursesdesignedtoprepareprofessionalsfor aglobalisedenvironment(Aguilar2018). Teekens (2003) observes that university classrooms have evolved intospacesforexchangebetweenlocalandinternationalstudentsand staff,creatingfertilegroundsforinternationalisation.However,Lantz- Deaton (2017) argues that developing icc should not be left solely to theeffortsoflocalandmobilestudentsininternationalacademicpro- grammes. Universities should also contribute by providing intercul- turalcurricula,extra-curricularactivities,research,scholarlycollabora- tion,andotherexternalrelations(Knight200inAguilar2018,28).Sev- eral studies (Aguilar 2016; 2018; Bocanegra-Valle 2015; Planken 2005; Shaw2006)recommendthateducators,decision-makers,andtextbook designers basetheirteachingpracticeson icc theoriesandmodelsto integrate icc asalearningoutcome. Inthisvein,thereisarangeoftoolsthatisusefulinachievingdiffer- entlevelsofinternationalisationathome.Thetoolsinclude,forexam- ple, international literature, case studies, guest lecturers, short-term study visits, virtual mobility, incoming student mobility, etc. (Beelen andLeask2011). Nevertheless, iah hasseveraldrawbacksdespiteitsbenefits. iah’s efficacy and acceptance are hampered by misconceptions, like confus- ing it with Englishlanguage trainingor seeing it as a less desirable al- ternative to mobilityprograms. Furthermore, the lackof readinessby academics to implement iah frequently hinders its integration into teachingandlearningmethods(BeelenandLeask2011). Students’InterculturalCompetencies Cultivating students’ intercultural competence has shifted from an added-value side effect to an all-persuasive motive in a market-driven and globalised educational sector. The first issue to consider is how to create intercultural learning opportunities that benefit all students. Thisisimportantbecauseallgraduates,whethertheyseekacareerin thecommunitiestheyoriginatefromormoveaway,mustbeequipped to function in a globalised world as a professional and global citizen (Hermans2017;Trunketal.2022). AccordingtoLeask(2009), iahisconsideredanopportunitytohelp volume 17 | 2024 | number 1 [38] NadaTrunkŠircaetal. developinterculturalcompetenciesforallstudents,notonlyforthose participatinginmobilityorforincominginternationalstudents.While manystudentshopetostudyabroadtodevelopinterculturalskills,not everyone can. Fortunately, educational institutions are realising how criticalitistodevelopinterculturalabilitiesinstudentsbyutilisingvar- ioustechniquesthatbringglobalexperiencestothestudents’doorstep. Internationalisationofcurricula,foreignguestlecturers,international face-to-faceandvirtualclasses,andinterculturalcollaborativelearning are some ways through which internationalisation can be achieved at home. Intercultural competencies encompass a spectrum of knowledge, skills,andattitudesthatenableindividualstoengagesuccessfullywith people from different cultural backgrounds. Scholars like Erdei and Kodácsy (2020) emphasise the importance of contextual knowledge about various cultures, which is integral to effective communication and collaboration. Deardorff (2006; 2009) defines intercultural com- petence as the capability to act both effectively and appropriately in intercultural situations, underpinned by specific intercultural knowl- edge and attitudes. Leeds-Hurwitz (2017) pointed out the importance of acknowledging and celebrating cultural variety. Furthermore, em- ployers prioritise intercultural abilities over specific academic majors, demonstratingthatthecapacitytohandlecross-culturalrelationships is not only a good academic skill but also a vital employability aspect (HartResearchAssociates2015). icc expands Hymes’ concept of ‘communicative competence’ by addinganinterculturaldimension.AccordingtoByram,Gribkova,and Strakey(2002),iccaimstodeveloplearnersintointerculturalspeakers ormediatorswhocannavigatecomplexity,embracemultipleidentities, andavoidthestereotypingthatcomesfromviewingsomeonethrough asingleidentity(p.9). The necessity for icc arises from the ‘accelerated interconnected- ness’(Dewey2007)amongculturesandtheessentialneedforcommu- nication between them (Patil 2014). Achieving icc involves students acquiring the necessary knowledge, skills, and attitudes to communi- cateeffectivelyacrosscultures(Parmenter2003). The importance of fostering icc alongside linguistic competence stems from learners’ need to develop intercultural skills for cross- cultural communication,wherethey mightfacelinguisticandcultural barriers.Thisdevelopmentaimstomakethembothinterculturallyand ijems InternationalisationatHome [39] linguisticallycompetent. BenMalek(2016)emphasises thateducators must transition from traditional approaches to an intercultural per- spective to cultivate both linguistic and intercultural competences in learners(KietHo2009). Despitetherecognizedvalueoficc,therearestillalotofobsta- cles to overcome before it can be fully integrated and utilised in ed- ucational frameworks. One of the questions related to icc is how to assess whether students possess these critical competencies. In addi- tion, assessments are needed to determine whether the abilities and skills underlying icc improve during the student’s university tenure. AccordingtoFantini(1999),thelackofasingleagreed-upondefinition foricchighlightsnotonlythecomplexityofteachingandlearningicc butalsotheneedtoapproachtheconceptfromamultidisciplinaryper- spective.iccshouldbeunderstoodinrelationtothespecificdiscipline, field, or context in which it is applied. Consequently, the assessment of icc must adapttothesevarying factors. Thelearning objectives of thetargetlearnersplayacrucialroleinevaluating icc.Toachievethis, espteacherscanemployassessmentmethodssuchasjournalsandstu- dentportfolios.Thesemethodsallowfordatatriangulation,enhancing both validity and reliability (Yu 2012). Focus groups, cultural autobi- ographies,andreflectiveessaysarealsoexamplesofqualitativeassess- ments; culturally sensitivity ratings and pre- andpost-tests are exam- ples of quantitative measurements (Luo and Chan 2022; Griffith et al. 2016).Thesetoolssupporteducators andadministrators inevaluating thesuccessandeffectivenessofinterculturaleducationinitiatives. research methodology: case study PresentationoftheCaseStudy(med2iah Project) Withinthecontribution framework, weset outtheresearch approach ofthecasestudy,whichappliestotheErasmus+ med2iah project. The Erasmus+ project Mediterranean Countries Towards Interna- tionalisationatHome(med2iah)washeldintheperiodfrom2020to 2023, in cooperation with four Higher Education Institutions (heis) and one ngo from Programme Countries from Europe (two from Slovenia, one from France, one from Spain, and one from Italy) and twelve Partner heis from Mediterranean Partner Countries (three from Morocco,threefrom Tunisia,twofrom Egypt,two from Jordan, andtwofromLebanon). Themainobjectivesoftheprojectincluded:tooutlineinternational- volume 17 | 2024 | number 1 [40] NadaTrunkŠircaetal. isation landscapes of non-eu Southern Mediterranean partner coun- tries universities (pcus); to identify the levels of integration of in- ternational and intercultural dimensions into their formal and infor- mal curriculum; to improve their capabilities for internationalisation through staff training, and to translate general awareness of the iah concept into streamlined institutional strategies and Action Plans, while also transforming partner countries heis’ International Rela- tionsOffices(iros)intovibrantmulticulturalfocalpointstobuild students’interculturalknowledgeandsensitivitytoculturaldiversity. Our research focuses on extracurricular activities aimed at estab- lishing an intercultural university environment and promoting inter- nationalisation at home. These have been achieved at 12 he institu- tionsfromnon-eu Southern Mediterraneancountries throughdiffer- ent extracurricular activities and events organised on or outside the campuses. Briefpresentationofactivities: • friendsTeaHouses:MeetingtheCultures. friends TeaHouses, i.e. university intercultural environments, were established at each pcu andwereintendedtobeaspacewherelocalandinter- nationalstudentscouldmeet,gather,create,share,interactand learnfromeachother.Itwasalsoaspacethatsupportedvarious educational,cultural,andsocialprograms.friendsTeaHouses’ main aim was to strengthen the internationalisation capabili- tiesofuniversitiesfromnon-eu SouthernMediterraneancoun- tries, and particularly to enhance the international experiences of both local and international students and staff by engaging theminseveralactivitiesof friends TeaHousesinitiatives.In theprojectmed2iah,eachpartnerprovidedasocialplacefor friends TeaHouses in the frame of university infrastructure, presumably near the International Relations office. Each pcu also prepared a code of conduct for each established friends TeaHouse. Digital storytelling activities, small intercultural ac- tivities, and intercultural festivals, which are presented further on,werealsoconsideredtobepartoftheuniversityintercultural environmentof pcus. • Production of Intercultural Digital Stories. The process of digital storytelling was carried out over12 months.Digital storytelling activitieswerecarriedoutateach pcu,resultinginatotalof94 ijems InternationalisationatHome [41] digitalstoriesbeingcreated.Theprimarytopicsaddressedinthe digital stories were the significance of honouring intercultural disparities,rejectingculturalstereotypes,depictingtheintercul- tural encounterwhilejourneying to aforeign nation,andshow- casingthecultural abundance ofone’snative land.Every digital storywasmeticulouslyassessedateach pcu usingstandardised criteria. The winners of the top three digital stories from each pcu were chosenandtheninvitedtoparticipate intheStudent BootCampinSlovenia. • Student Boot Camp: International Summer School. The Student Boot Camp (sbc) took place in Piran, Slovenia, in the summer 2022. Thecampbroughttogetherstudents frompartneruniver- sities in the Southern Mediterranean region who produced the mostexceptionaldigitalnarrativesoninterculturalism.Itwasat- tendedbystudentsfromall12pcus;studentsfrom9pcusat- tendedtheactivityinperson,whilestudentsfromother3 pcus joinedremotely,duetoobstaclesinobtainingavisa.Throughout the two-week programme, students participated in a series of sevenmodulesthatfocusedoninterculturalism,innovation,cre- ativity,leadership,art,andeventmanagement.Inaddition,they assisted in the development of strategic documents pertaining to the internationalisation of their respective universities. The BootCampgatheredatotalof34studentsand20lecturers. • Implementation of Small Intercultural Activities and the Multicul- turalFestivals.Universitiesarrangedinterculturalactivities(small intercultural activities and large intercultural festivals) to aug- ment students’ multicultural consciousness via extracurricular events. The majority of activities were held at friends Tea- Houses,whichwereestablishedaspartofthe med2iah project to facilitate the promotion of internationalisation within local communities. Between June 2021 and June 2023, a total of 60 small intercultural activities took place at 11 institutions, with each university organising a minimum of two activities. The ac- tivitiesencompassedlinguisticteaexchanges,culturaldifference explorations, digital storytelling, Arab day, virtual exchanges, African week, English conversation cafés, musical events, the- atrical performances, movie days, Japanese days, and cultural diversity seminars. Between June 2022 and June 2023, institu- volume 17 | 2024 | number 1 [42] NadaTrunkŠircaetal. tionsorganisedamulticulturalfestivalthatincludedexhibitions, activities for both national and international students, and de- bates on intercultural topics. In total, 11 multicultural festivals werecarriedoutat11 pcus. ResearchDesign:DataCollectionMethod Theresearchdesignisaqualitativecasestudyof med2iah.Withinthis study, we primarily analysed the following activities: friends Tea- Houses, Student Boot Camp, small intercultural activities, and multi- culturalfestivals. The research questions of our study are: (1) how did extracurricu- laractivitiesimplemented withinthe med2iah projectcontributeto internationalisation at home? (2) how did these activities enrich the developmentofinterculturalcompetenciesofallstudents? The development of interculturally competent students should be the anticipated outcome of internationalisation efforts in higher ed- ucation institutions. Therefore, besides curricular activities, interna- tionalisationcanbepromotedviaextra-curricularandco-curricularac- tivities. Extra-curricular activities are an effective way to help students de- velop intercultural competencies and to promote internationalisation athome.Extra-curricularactivitiesofferchancesforglobalawareness, leadershipdevelopment,cross-culturalcommunication,culturalexpo- sure,andpersonalgrowth–allofwhicharecrucialelementsofawell- roundedandgloballycompetenteducation. Weusedthefollowingmethodstocollectdata: • A survey with closed and open questions for the Student Boot Camp(sbc):Theresearchwasnotsampled.Althoughallpartici- pantswereinvitedtoparticipateinthesurvey,only41outof54 participants responded to it. With the survey we wanted to re- ceiveanswersfromBootCampparticipantsonthefollowingtop- ics:theinnovativelearningandteachingapproachesatsbccom- paredtostudiesattheirhomeuniversities;theimpactof sbc on the development and enhancement of competencies, skills, and knowledgeobservedat sbc,andtheimpactof sbc activitieson internationalisationathome. • Documentation analyses: Reports about the implementation of small activities and intercultural festivals. All institutions re- ijems InternationalisationatHome [43] ported their small activities (in total, 60 small activities and 11 large intercultural festivals were reported). With the reports we mainlyexpectedtoreceiveanswersfromtheorganisersofinter- cultural activities on the kind of impact these activities had on studentsandtheirinstitutions. • Documentation analyses: Institutional reports about friends TeaHouses functioning. Institutional coordinators of friends TeaHousesreportedtheirviewsonthefunctioningof friends TeaHousesandhowinterculturalactivitiescanpromote iahand encouragethedevelopmentandenhancementofstudents’inter- culturalcompetencies. Fordataprocessing,weusedthefollowingmethods: • For the survey, we processed quantitative data with descriptive statistics,whilequalitativedatawereprocessedwithtextanaly- sis,specificallycreatingcategories. • For documentation analysis, we applied text analysis to the re- ports received from coordinators on the implementation of in- terculturalactivitiesand friends TeaHousesfunctioning. Chatgpt was employed as an analytical instrument to scrutinise thecontentsofsections‘AnalysesoftheSurveywithClosedandOpen Questions on Student Boot Camp’ and ‘Documentation Analyses: In- stitutional Reports about friends TeaHouses’ Functioning,’ which entailed the analysis of surveys and documents in the research study. In the the first the Chatgpt was utilised to analyse surveys and clas- sify qualitative data obtained from survey responses. This facilitated theidentificationofimportantcategoriesandvaluableinsightsderived fromtheparticipants’input.Thelattersectioninvolvedtheutilisation ofChatgpttoexaminedocumentationpertainingtotheoperationsof friends TeaHouses. This entailed examining reports submitted by university coordinators and extracting noteworthy themes and find- ings. A limitation of this research is that some participating pcus did not offer information about the operations of Friends TeaHouses and their intercultural programmes and festivals. Submitting only a por- tion of the data may result in incomplete findings. Students who par- ticipatedinthe sbc onlinefounditchallengingtoevaluatetheimpact of the sbc as efficientlyas those who attended in person in Slovenia. Thisdiscrepancyinparticipationmodemayresultinvariedperceptions volume 17 | 2024 | number 1 [44] NadaTrunkŠircaetal. andexperiences,potentiallyleadingtobiasedorinconsistentfindings. Anotherconstraintisthesubjectivecharacterofcertaindatagathering techniques,suchassurveysandreports,whichdependonself-reported datathatcanbeimpactedbyhumanbiasesorinterpretations. empirical part AnalysesoftheSurveywithClosedandOpenQuestions onStudentBootCamp Below,wepresentanalysesofthefeedbacksurveythatparticipantsin sbcwereinvitedtofillin. Ofthe54participants,41completedthequestionnaire.Amongthe respondents,therewere28studentsand13teachers.26ofallthere- spondents were male, and the rest (74) were female. The majority of respondentswerefrom heis inLebanon(12),followedbyTunisia(8), Jordan (5), Egypt (4), Morocco (3), Slovenia (2), and Spain (1). Six re- spondentsdidnotdeclarethenameoftheheitheywerefrom.Accord- ing to the collected data, the questionnaire was completed by partici- pants from 11 out of 12 heis from Mediterranean Partner Countries. Themajorityofrespondents(28)attendedactivitiesinSloveniaovera two-week period. A portion of the participants (7) travelled to Slove- nia for a limited duration and participated in activities that were con- ductedbothin-personandonline.Anothergroup(6)facedvisa-related challengesandcouldonlyengageintheactivitiesremotely. In the open questionnaire, we asked the participants about the mostvaluablelessonslearnedduringthe sbc.Wegatheredthelessons learnedintothefollowingthemes: • Innovativeteachingandlearningenhancement; • Impactof sbc onthedevelopmentandenhancementoncompe- tencies,skills,andknowledge; •Impactofsbconiah. InnovativeTeachingandLearningEnhancement The sbc offered aprofound opportunity forparticipants to engagein innovativeteachingmethodsandimprovetheirlearningabilities.Par- ticipantspraisedtheindividualisedandnurturing learningandteach- ingmethod,whichcultivatedafavourableclassroomenvironmentand promotedopendialogueandinnovation.Theprofessors’proficientand dynamic involvement inspired students and enhanced the enjoyment ijems InternationalisationatHome [45] andeffectivenessoflearning.sbc’sutilisationofinnovativetechniques and widespread integration of technology starkly diverged from con- ventionalapproachesinhighereducation.Thesbcprogrammeoffered interactivesessionsandworkshopsthatfostereddynamicengagement andencouragedactiveinvolvement.Studentsvaluedthepragmaticap- proach, which urged them to think creatively and to adjust to diverse cultural contexts, greatly expanding their outlooks and abilities. Gra- jcevci and Shala (2016) highlight the significance of individualised in- structionandtheintegrationoftechnologyineducation,assertingthat these factors are essential for educational transformation and contin- uouslearning.Theirobservationsalignwiththe sbc experience,illus- tratinghowcustomisedlearningtacticsandtheincorporationoftech- nology can foster more captivating and efficient educational settings. Todaro(1995)arguesthatnon-formaleducationismoresuitedtomeet- ingstudents’needsandtofosteringaprofoundcomprehensionofone- self and the world. Non-formal education typically places the student at the forefront, providing a flexible and customisable approach that caters to their own needs and interests. It also quickly adapts to the changingdemandsofindividualsandsociety. Withinthistopic,wecanhighlightthedifferentrolesofteachersin formal and informal curricula, as perceived by the study participants. These differences mainlyrelateto: • Teachers’approachintermsofpersonalisationandsupport(Cat- egory1) • Teachingmethodsandteachers’professionalengagement(Cate- gory2) To support this, we present some interesting responses regarding Category1: • ‘I am very satisfied with my experience with the sbc teachers. Theycontinuouslycheckonusifwearehappywithourlearning experience, have any questions, or if there is anything that we needtodiscuss.’ • ‘Honestly,theytreatedusasfriends,whichisimportanttocreate a good vibe inside the classroom for better communication and results.Thewayofexplaining,theirtrust,andenthusiasmforus wasgreatenoughtoinventmanythingsandbreakthebarrierof fearandhesitation.Theirorderswerearelaxedwaytofinishour tasks.Itwasbasedonafriendlyapproach.’ volume 17 | 2024 | number 1 [46] NadaTrunkŠircaetal. • ‘Teachersatsbcsupportedmemorethanmyteachersinmyuni- versity, they gave me support, respecting my differing opinions andpointofview.’ We also present some responses regarding Category 2, Teaching methodsandteachers’professionalengagement: • ‘I found teachers very professional; they were very excited to teachus.’ • ‘Inthe sbc classesweremoreinteractiveandhadmorefocuson thestudents.’ • ‘Thesbcatmosphereencouragedmetocreategoodideasandin- volvemyselfinprojectsthatcouldhelpfuturestudents.TheBoot Camp is based on practical parts and workshops, and I needed to think out of the box. Besides, the mode of study was distin- guishedtobreakanybarriersoftraditionaleducation.’ • ‘I learned newdigital, technical,hard andsoft skillsthat helped medevelopmyskillsandknowledge.’ Impactof sbc ontheDevelopmentandEnhancement onCompetencies,Skills,andKnowledge Themostvaluableskillobtainedwasinterculturalcommunication.This skillenabledparticipantstoproficientlyengagewithothersfrommany cultural backgrounds. Through immersing themselves in the lives and professionalenvironmentsofpeoplefrommanyculturalbackgrounds, theysuccessfullydismantledpreconceivednotions,fosteredtolerance, and gained a genuine understanding and admiration for the distinc- tions across cultures. The sbc environment fostered increased trans- parency, flexibility, and reverence. These experiences cultivated self- awarenessandthecapacitytoexcelinmulticulturalenvironments,in- structing participants to appreciate variety and gain a deeper under- standingofothers.Theoriesoninterculturalcommunicationandcom- petence,suchasBennett’s(1993)DevelopmentalModelofIntercultural SensitivityandDeardorff’s(2008)ProcessModelofInterculturalCom- petence,arguethatbeingexposedtoandactivelyengagingwithdiverse culturespromoteshigherlevelsofinterculturalsensitivityandcompe- tence. These theoretical frameworks emphasise the significance of ex- periences such as sbc in fostering the capacity to traverse and value culturaldisparities,ultimatelyleadingtopersonalandprofessionalad- vancementinaglobalisedsociety. ijems InternationalisationatHome [47] Thecollaborativeatmosphereandjointendeavourat sbc wereseen as significant catalysts for personal and professional growth. Despite encountering cultural misconceptions and variations in communica- tion approaches, the collaboration among participants was deemed successful.Participantsacquiredtheskillstoproficientlycommunicate ideasandcollaboratetowardscommongoals,despiteencounteringini- tialobstacles. Theirlearningexperiencewasenrichedbyexposuretoarangeofso- cialandculturalcontexts,whichstimulatedmorecreativityandopen- nesstodiverseperspectives. Theskillsandinformationobtainedfrom sbc, such as managerial expertise, excellent communication, strong leadership abilities, and cultural adaptability, equipped students with theself-assurancetoactivelyparticipateinmanysettings.Theseinter- actions are expected to have a lasting impact, improving their future career prospects and personal connections by fostering a global per- spectiveandanappreciationforculturaldiversity. Within this topic, we can highlight how sbc helped participants inimprovingandenhancingseveral competenciesandskills,andcon- tributedtotheirpersonalandprofessionalgrowth,asperceivedbythe participantsofthe sbc activity. The competencies, skills and knowledge that students mainly im- provedduring sbs referto: • Interculturalcompetencies(Category1) • Communicationskills(Category2) • Teamwork,collaboration(Category3) • Personalandprofessionaldevelopment(Category4) FurtheronwepresentsomeresponsesregardingCategory1,Inter- culturalcompetencies: • ‘Interculturalskills,theimportanceofdiversity,communication skills,etc.,allofwhichareessentialinthe21stcentury.’ • ‘Understandingothers’cultures.’ • ‘The sbc taughtmenottostereotypecultures.’ • ‘Understandingdifferences,beingaflexibleperson.’ • ‘I now know more about my value towards others, for instance, honesty,loyalty,generosity,passion,andpunctuality.’ • ‘ThiswasthefirsttimeIworkedinaninterculturalgroup.Atfirst, itwashard:wehadmanydifferences,eitherculturallyorperson- volume 17 | 2024 | number 1 [48] NadaTrunkŠircaetal. ally. We ended up becoming very good friends and cooperated successfully.’ • ‘It made me more tolerant, patient and not afraid to ask ques- tionsaboutothercultures.’ Further onwepresentsomeresponsesregardingCategory2,Com- municationskills: • ‘Iimprovedmycommunicationskillsingeneralandactivelisten- ingskills.’ • ‘IammorecomfortablespeakingEnglishwithotherstudentsand withteachers.’ • ‘For me, the most important competence that I learned was in- tercultural communication. I learned how to communicate with anyone,nomatterwheretheyare.’ FurtheronwepresentsomeresponsesregardingCategory3,Team- work,collaboration,openness: • ‘Workinginagroupwasverysuccessful.However,ourweakness wascommunication.Somehadaharshanddirectwayofcommu- nicating,whileotherspreferredanindirectone.’ • ‘Theoverallcooperationinthegroupwasgood.Theculturalmis- understanding that happens is the only weakness that I faced, whichwasnotabarriertocommunicationandinteraction.’ • ‘Thestrengthsarethatweusedtoshareideastoachievethebest work, the weaknesses is that some students wanted only their ideastobedisplayed.’ • ‘Workingwithpeople fromdifferentenvironments andcultures makesusmorecreativeandhelpsustobemoreopentodifferent ideas.’ Lastly, we present some responses regarding Category 4, Personal andprofessionaldevelopment: • ‘Ilearnedallofthegoodthings,suchasmanagement,communi- cation,leadershipandtheculture.’ • ‘I improved my organisational and management skills, such as organisingandmanagingactivitiesofTeaHouses.Iimprovedmy communication andpresentation skills.I havebecome more or- ganisedandmoreself-disciplined.’ • ‘I have acquired new skills that allow me to communicate cross- culturallyandinternationally.’ ijems InternationalisationatHome [49] • ‘TheknowledgeIlearnedwilldefinitelyhelpmeinmyfutureca- reer.’ Impactof sbc ActivitiesonInternationalisationatHome The sbc experience significantlyinfluenced participants’ comprehen- sion and execution of internationalisation within their own country. Students acquired excellent skills in event organisation and cultural initiative,whichtheyintendedtoutiliseattheiruniversitiesbyarrang- ingculturalactivitiesandimplementingsmartinternationalisationini- tiatives.Theyacquiredknowledgeonhowtoimprovestudentinvolve- ment and empowerment, by sharing their sbc experiences to inspire andengagetheirclassmates.The sbc alsoexpandedtheirculturalcon- sciousness andworldwide outlook,highlightingthesignificanceofac- ceptingdiversityandopennessintheirrespectivenations.Inaddition, theparticipants were acquaintedwithsustainabilityefforts andactiv- itiesthatfostersocialunity,whilealsoacquiringknowledgeofinnova- tive teaching techniques and collaborative prospects to assist interna- tional students. These experiences and talents are anticipated to have a positive impact on both their universities and countries, promoting greaterinclusivity. Somestudentsjoinedactivitiesonline,andtheirmainpointstressed viasurveywasthattheylikedthe sbc anditswayofdelivery,butthey didnothavesuchaninterculturalexperienceasthestudentswhopar- ticipatedinactivitiesinSlovenia. The sbc significantly enhanced student competencies through in- teractive learning modules, fostering communication, teamwork, and leadership skills.Throughafocus onintercultural comprehensionand theprovisionofhands-onexperiences, sbc successfullyequippedstu- dentsforglobalinvolvement.Furthermore, sbcactivelysupportedthe internationalisation objectives of individual universities by involving studentsincreatingstrategicdocumentsonhomeinternationalisation andencouragingculturalvarietyinsidetheirhomeuniversities. Inthesamevein,researchonshort-termmobilityprogrammesem- phasises the significant benefits of studying abroad, such as gaining exposuretodiversepeople,cultures,ideas,attitudes,andlearningand workingmethods.Additionally,studyingabroadcangreatlycontribute toenhancing iah bypromotingglobalcompetenciesandintercultural understandingamongstudentswhomaynothavethechancetostudy abroad(Jones2013). volume 17 | 2024 | number 1 [50] NadaTrunkŠircaetal. Thistopicexploreshow sbc experienceshaveenhancedstudentin- volvementattheirhomeuniversitiesandthepotentialimpactofthese experiences on theinternationalisation process attheirhomeinstitu- tions. The impact on iah, basedon feedbacks by respondents, mainly re- latesto: • EnhancingStudentEngagementandEmpowerment(Category1) • Cultural Initiatives, Cultural Awareness and Global Perspective (Category2) • SustainabilityInitiativesandSocialCohesion(Category3) Below are some typical responses on the three types of impact on iah.EnhancingStudentEngagementandEmpowerment(Category1): • ‘I received valuable knowledge and skills, which will help me to engagein friends TeaHousesactivitiesatmyhomeuniversity actively.’ • ‘I share my experience with my other colleagues who did not go toBootCamp.’ Culturalinitiatives,CulturalAwarenessandGlobalPerspective(Cat- egory2): • ‘Ilearned how to dealwithstudents withdifferent backgrounds andcultures.’ • ‘Being an open country that accepts differences is very impor- tant.’ • ‘Ilearnedaboutculturalactivitiesthatcouldbedoneintheuni- versity.’ SustainabilityInitiativesandSocialCohesion(Category3): • ‘Newperspectiveonteaching,possiblecollaborationopportuni- ties.’ • ‘Good practices on how to interact with international students andhowtoofferthemhelp.’ The examination of the sbc survey responses highlights the sig- nificance of the programme in improving inventive pedagogical ap- proaches, in fostering cross-cultural skills, and in promoting interna- tionalisationwithinthelocalcontext.The sbc offeredanopportunity for participants to gain crucial skills, expand their horizons, and ac- tivelycontributetotheinternationalisationinitiativesattheirrespec- tive institutions. The programme’s efficacy in cultivating intercultural ijems InternationalisationatHome [51] engagementandestablishingaglobalattitudeamongstudentsunder- scoresitsimportanceinequippingthemforaninterconnectedworld. DocumentationAnalyses:ReportsabouttheImplementation ofSmallActivitiesandInterculturalFestivals Feedbackonthedeliveryofinterculturalactivitiesweregatheredthro- ughanonlinesurveyfilledinbyuniversitycoordinators.Reportswere submittedby11outof12 pcus. Reports show that most of the small activities had a duration of 1 day,andsomeofthemwereheldinafewweeksorfewmonths.Intotal 60 small activities were organised at 11 pcus. Each university organ- ised,onaverage,5–6interculturalactivities,withaminimumof2small activities. The majority of the small activities were attended by 20–30 participants. Multiculturalfestivalswereconsideredaslargeractivities,attended by200–300participantsperinstitution.Intotal11multiculturalfesti- valswereorganisedateachpcuintheframeofmed2iahproject. According to the observations of coordinators, all the intercultural activitiesgreatlycontributedto iahandtotheinterculturalcompeten- ciesofstudents.Eachuniversityisalsoeagertoorganisesuchactivities inthefuture. Onthequestionofimpactofinterculturalactivitiesonstudents,the mainfeedbackwas: • ‘Studentslearnedaboutthecultureinafunandeffectiveway.’ • ‘Raisedawarenessaboutdifferentcultures.’ • ‘Students developed attitudes: openness and curiosity towards diversity;toleranceofambiguity.’ • ‘Skills:empathy;dealingwithconflicts.’ • ‘Students developed attitudes: openness and curiosity towards diversity;toleranceofambiguity.’ • ‘Knowledgeofculturaldifferencesincommunication.’ • ‘Strengtheninglinkbetweeninternationalandhomestudents.’ Concerningtheimpactofactivitiesonhomeinstitutions,themain feedbackwas: • ‘Activitiescontributedtocapacitybuildingatthelevelofinstitu- tions.’ • ‘Activities contributed to ttrengthening links between interna- tionalandhomestudents.’ volume 17 | 2024 | number 1 [52] NadaTrunkŠircaetal. • ‘Activitiescontributedtodeveloping iah.’ Theexaminationofthedocumentationrevealsthattheimplemented activitieshaveenhancedculturalcomprehensionandempathy,aswell as increased institutional capacity and student involvement. The re- sults align with the research objective of creating an educational set- tingthatisinclusiveandculturallyvaried,emphasisingtheimportance andefficacyofextracurricularinterculturalinitiative. DocumentationAnalyses:InstitutionalReportsabout friends TeaHouses’Functioning pcu(institutionalcoordinatorsoffriendsTeaHouses)wereaskedto reflectontheimpactofinterculturalactivitiesin friends TeaHouses oniah,aswellasonhowtheyperceivetheoperationoffriendsTea- Houses attheiruniversities inthefuture, andhowinterculturalactiv- itiescanimpactthedevelopmentofstudents’interculturalcompeten- cies.Feedbackreportswerefilledinby9outof12pcus. Wedividedfeedbackintothefollowingthemes: • ImpactofinterculturalactivitiesinfriendsTeaHousesoniah; • Perceptionoffuture friends TeaHousesoperationfor iah; • Impactoftheinterculturalactivitiesin friends TeaHouseson thedevelopmentofinterculturalcompetenciesofstudents. ImpactofInterculturalActivitiesin friends TeaHouses on iah Vibrantinterculturalenvironmentsprovideanopportunitytodevelop globalcompetencesandtointernaliseculturalvaluesathome(Dermol et. al. 2021; Earley and Ang 2003). The friends TeaHouses serve as crucialfacilitatorsinfosteringinterculturalawarenessandcompetency among professors and students through the organisation of a wide range of activities that both celebrate difference and promote flexibil- ityandempathy.Languagelearningsessionsandtheencouragementof multilingualism are crucial elements that improve students’ linguistic aptitude. The informal curriculum, enriched by interactions with per- sonsfromothercultures,extendsbeyondmerelearningofknowledge to include genuine discourse and active engagement. Participating in activities such as multicultural staff and student training sessions is essentialforcultivatinginterculturalawarenessandproficiency.These activitiesalsofosterrelationshipsbetweeneducatorsandlearnersfrom aroundtheworldthroughtheuseofonlineresources. ijems InternationalisationatHome [53] This topic explores friends TeaHouses as important drivers of iah, and as promoters of interculturalism. Below are some typical re- sponses: • ‘Possibilityofgettingglobalcompetencies,andachievingcultural benefitswithoutcrossingborders.’ • ‘Internationalaspectwithininformalcurricula,thoughnotonly knowing about other cultures but also through communicating withmembersofothercultures.’ • ‘Experienceofmulticulturalstaffandstudentstraining.’ • ‘Celebrating diversity and calling for inclusiveness through the widenumberofactivitiessetthrough friends Tea-Houses.’ • ‘Supportandenhancebroaderinternationalisationeffortswithin theuniversities.’ ThedocumentationstudyoffriendsTeaHousesemphasisestheir crucial function in bolstering universities’ internationalisation goals, cultivatinginclusiveandinterculturalatmospheres,andpreparingstu- dentsforagloballyinterconnectedsociety. PerceptionofFuture friends TeaHouses’Operationfor iah friends TeaHouses have a crucial role in promoting and boosting universities’ internationalisation efforts, especially in connection to a comprehensive internationalisation at home. They can play a crucial roleinfosteringaworldwideperspectiveamongtheacademiccommu- nityandfacilitatingthebroaderinternationalisationstrategyofeduca- tional institutions. Particular focus should be on constantly assessing and gathering feedback from participants to track the successful ex- ecution of activities in friends TeaHouses and their effect on iah (LuoandChan2022;Griffithetal.2016). friends TeaHousesshould function as primary gathering places for both local and international students,whoaretaskedwithcoordinatingandexecutingintercultural activities.Furthermore, friends TeaHousesshouldserveastraining centres for intercultural communication, promoting the involvement of international students and encouragingtheirinteractionwith local students. This topic explores the future role of friends TeaHouses in pro- moting iah through intercultural activities and engagement. Typical responsesinclude: • ‘Forming a nucleus of local and international students who are volume 17 | 2024 | number 1 [54] NadaTrunkŠircaetal. mainlyresponsibleforpreparingandconductinginterculturalac- tivitieswithin friends TeaHouses.’ • ‘Celebratingregularmonthlyandyearlyinterculturaleventswith- in friends TeaHouses.’ • ‘Byofferingdiverseinterculturalprograms.’ • ‘friends TeaHouses as an environment for training students andstaffininterculturalcommunication.’ • ‘Evaluatingactivitiesregularlyandgatheringfeedbackfrompar- ticipantsandstudentsisalsoimportant.’ ImpactofInterculturalActivitiesin friends TeaHouses ontheDevelopmentofInterculturalCompetenciesofStudents Intercultural competenceistheabilitytocommunicateeffectively and appropriatelyininterculturalsituations,drawingonone’sintercultural knowledge, skills, and attitudes (Deardorff 2006). Intercultural activ- ities in friends TeaHouses help develop intercultural competencies through practical engagement and reflection. Participating in these non-formal activities allows students to reflect on their cultural iden- tity and biases, leading to a deeper understanding of different values, beliefs,andcustoms.Thisprocessenhancesstudents’awarenessofdi- verse cultures, thereby fostering a more inclusive and globally profi- cientacademicenvironment. This topic explores how engagement in non-formal activities of friends TeaHouseshadanimpactonthedevelopmentandenhance- ment of students’ intercultural competences. Some of the feedbacks include: • ‘Anopportunityforstudentstoreflectontheirownculturaliden- tityandbiases.’ • ‘Activitiesofferedstudentstheopportunitytogainadeeperun- derstandingofdifferentvalues,beliefs,andpractices.’ • ‘Students had the opportunity to meet with international stu- dents,whichhelpedthembecomeawareofothercultures.’ • ‘friends TeaHouse is a platform for students from different communitiestointeract,learn,andunderstandeachother’scul- ture, promote tolerance, mutual respect, and understanding be- tweenstudents,andappreciatethediversity.’ ijems InternationalisationatHome [55] discussion Thefindingsofthisstudyunderscorethesignificantimpactofextracur- ricular activities on internationalisation at home (iah)and thedevel- opmentofinterculturalcompetenciesamongstudents.The med2iah project,throughvariousinitiativessuchas friends TeaHouses,Stu- dent Boot Camp, and multicultural festivals, has demonstrated the potential of such activities to enhance intercultural engagement and awarenessinhighereducationsettings(NikolićandDermol2022). MainResearchFindings Theanalysisrevealedseveralkeyoutcomes: • Enhanced Intercultural Competencies. The students who partici- pated in the extracurricular activities exhibited a marked im- provement in their intercultural skills. This was evident from the qualitative feedback and survey responses, where partici- pants noted a greater ability to navigate and appreciate cultural differences. Similar to med2iah, various studies on the Eras- mus+ programmes have shown that students participating in Erasmus+ mobilityprojects exhibitsignificantimprovements in interculturalcompetencies.Forinstance,astudybyTeichlerand Janson (2007) found that Erasmus students developed greater intercultural understanding, adaptability, and openness, which wereattributedtotheirexposuretodiverseculturesduringtheir exchanges. • Positive Impact on Internationalisation at Home. The initiatives promoted by the med2iah project have significantly contrib- uted to iah by creating inclusive environments that encourage cross-cultural interactions among students. The friends Tea- Houses,inparticular,playedapivotalrolebyservingashubsfor interculturaldialogueandactivities.Inthisvein, isl programs, which combine community service with intercultural learning, have also demonstrated enhanced intercultural competencies among participants. Research by Tonkin and Quiroga (2004) on isl programs highlighted that students who engaged in these programsshowedincreasedculturalempathy,improvedintercul- turalcommunicationskills,andabetterunderstandingofglobal interdependence.AnotherrelevantprojectistheGlobalPerspec- tives Project, which integrated intercultural learning modules volume 17 | 2024 | number 1 [56] NadaTrunkŠircaetal. intothecurriculumandextracurricularactivities.Researchcon- ductedbyDeardorff(2006)onthisprojectrevealedthatstudents whoengagedinthesemodulesdisplayedenhancedintercultural communication skills and a better understanding of global is- sues. The project’s combination of classroom learning and ex- tracurricularengagementwaskeytotheseoutcomes. • Effective Use of Innovative Teaching Methods. The Student Boot Camp (sbc) provided a platform for innovative teaching and learning methods, which were highly appreciated by partici- pants. These methods not only enhanced learning experiences but also fostered a more engaging and interactive educational environment.Thisgoesinlinewiththeoutcomesofprogrammes thatprovideculturalimmersionexperiences,suchasculturalex- changecampsandinternational volunteeropportunities, which have consistently reported positive outcomes in intercultural competency development. A study by Jackson (2008) on a cul- turalimmersionprograminHongKongfoundthatparticipants experienced significant growth in their intercultural sensitivity and ability to engage with people from diverse cultural back- grounds. Equallyefficientistheuseofvirtualcollaborativelearningthrough providing online modules for students from different cultural back- grounds during the sbc. It contributed to the enhancement of their cultural awareness and intercultural competencies. coil projects, which involve online collaborations between students from different countries, have also shown similar results. A study by Rubin (2017) indicated that students participating in coil activities developed in- tercultural competencies comparable to those gained through phys- ical mobility. The virtual interactions and collaborative tasks helped students navigate cultural differences and improve their intercultural communicationskills. Implications Thefindingshaveseveralimportantimplicationsfor heis: • Integration of iah intoinstitutionalstrategies. heis should con- siderincorporating iah morecomprehensivelyintotheirstrate- gies. This involves creating opportunities for intercultural en- gagementthatgobeyondtraditionalmobilityprograms,making ijems InternationalisationatHome [57] international and intercultural experiences accessible to all stu- dents. • Support for extracurricular programs. The success of the med2- iah project highlights the importance of supporting extracur- ricular activities that foster intercultural competencies. Institu- tionsshouldallocateresourcesandprovideinstitutionalsupport tosuchprogramstomaximisetheirimpact. • Promotion of inclusive environments. Creating inclusive environ- ments where all students, regardless of their background, can participate in intercultural activities is crucial. This promotes a senseofbelongingandenhancestheoveralleducational experi- ence. FutureResearchAvenues Tobuildonthefindingsofthisstudy,futureresearchcouldexplorethe followingareas: • LongitudinalStudies.Conductinglongitudinalstudiestotrackthe long-term impact of iah initiatives on students’ intercultural competencies and career outcomes would provide valuable in- sightsintothesustainedbenefitsoftheseprograms. • Comparative Studies. Comparative studies across different re- gionsandinstitutions couldhelpidentifybestpracticesandthe most effective strategies for implementing iah. This would en- ableabetterunderstandingofhowcontextualfactorscouldlead tothesuccessofsuchinitiatives. • Broader Impact Assessment. Expanding the scope of impact as- sessmentstoincludenotonlystudentsbutalsofacultyandlocal communitieswouldprovideamorecomprehensiveunderstand- ing of the benefits of iah. This would help in designing more holisticprogramsthatengageallstakeholders. In conclusion, the med2iah project has demonstrated that ex- tracurricular activities can significantly enhance intercultural compe- tencies and support iah. By integrating these findings into institu- tional strategies, heis can create more inclusive and globally aware educationalenvironments.Futureresearchshouldcontinuetoexplore and expand upon these foundations to further the effectiveness and reachof iah initiatives. volume 17 | 2024 | number 1 [58] NadaTrunkŠircaetal. conclusion Thesurgeininternationalisationinitiativeswithineducationalinstitu- tions marks a significant shift towards fostering intercultural engage- mentamongstudents.Universitiesareincreasinglyrecognisingthesig- nificance of promoting internationalisation within their campuses to enhancetheinterculturalcompetenciesofallstudents,includingthose whodonottakepartinexchangeprogrammes. The med2iah project exemplifies the establishment of a diverse universityatmospherethroughinnovativeinitiativessuchasthe fri- ends TeaHouses gathering space and a diverse array of extracurricu- lar activities. The different range of programmes, which include small intercultural activities, multicultural festivals and digital storytelling, havegarneredpositivefeedbackfrombothorganisersandparticipants, highlighting their crucial role in fostering internationalisation within thelocalcommunity. The key findings suggest that these activities have improved stu- dents’ understanding of different cultures, their ability to empathise withothers,andtheircommunicationskills,thereforeequippingthem for active participation in the global community. The friends Tea- Houses play a crucial role in facilitating cultural interaction and edu- cation,effectivelyconnectingdomesticandinternationalstudentsand promotingastrongfeelingofcommunity. Engaging in extracurricular activities enables students to improve their intercultural skills. Byengaging insocial interactions with class- mates from various cultural origins, students develop tolerance, re- spect, and appreciation for differences. Also, they acquire knowledge about various values, perspectives, and traditions, fostering attitudes ofcuriosityandempathytowardsculturaldifferences. Incorporating extra-curricular activities is a non-formal means of promoting intercultural engagement on campus, while supporting larger university-wide internationalisation initiatives. It emphasises how crucial it is to develop intercultural abilities in students as a de- cisive part of their educational path, equipping them to prosper in a worldthatisbecomingmoreandmoreinterconnected. Overall,the med2iah projectservesasaprimeexampleofhowex- tracurricular intercultural activities can successfully promote interna- tionalisationwithinadomesticsetting.Theprojectincreasesstudents’ global competence and strengthens the institutions’ skills to provide a culturally rich and inclusive academic community by integrating in- ijems InternationalisationatHome [59] ternational and intercultural components into the university experi- ence. 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