Assessing faculty readiness for teaching international students: A Serbian case study in intercultural sensitivity

Abstract

As higher education institutions (HEIs) increasingly prioritize internationalization, the intercultural competence of lecturers, particularly intercultural sensitivity, becomes a crucial element in fostering inclusive learning environments. Despite its global importance, limited research explores the readiness of faculty in non-English-speaking regions for teaching internationally diverse classrooms.

This study examines the intercultural sensitivity and professional development needs of 114 university lecturers in central Serbia to engage with international students. The study employed an explanatory mixed-methods research design, utilizing the Intercultural Sensitivity Scale (ISS) (Chen & Starosta, 2000) alongside customized items to assess key variables such as language proficiency, prior international exposure, interactional engagement, and attitudes toward cultural diversity.

Key findings indicate that while many respondents recognize the importance of cultural adaptability and inclusivity, there are significant gaps in formal training. Nearly 60% of participants felt inadequately prepared to teach international students, and 72.6% had never participated in any intercultural competence training. The correlation analysis revealed strong positive relationships between English proficiency, intercultural engagement, and confidence, highlighting the critical role of language skills in fostering active participation and self-assurance in diverse environments. Additionally, moderate correlations with travel experience and respect for cultural differences suggest that prior exposure helps cultivate empathy and openness, though to a lesser degree. These findings emphasize the need for targeted professional development and institutional support to address the training gap, with a focus on integrating ICC training, promoting intercultural engagement to better assist lecturers in diverse classrooms.