| Description |
The present study examines a cross-cultural teaching collaboration between two undergraduate courses of Abnormal Psychology at ‘University A’ in Cairo, Egypt, and ‘University B’ in Phila-delphia, United States of America. The collaboration was based on a low-cost yet pedagogically innovative use of technology to internationalize the course experience. Students’ cross-cultural exposure is studied in light of the developmental model of intercultural maturity by examining their 1) cognitive dimension (i.e., knowledge of cultural differences), 2) intrapersonal dimension (i.e., identity development, capacity to accept differences and not be threatened by them), and 3) interpersonal dimension (i.e., sensitivity to others, capacity to relate to people from diverse back-grounds). The study followed a pre/post design by using the Global Perspective Inventory (GPI) as well as qualitative reflections to explore University A’s students’ intercultural maturity before and after this experience.
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