The impact of study abroad on pre-service and in-service teachers’ intercultural competence: A meta-analysis

Study abroad has been seen as a key ingredient in promoting teachers' intercultural competence. Yet, its effectiveness has been unclear. The objective of the current review was to examine the relationship between study abroad and pre- and in-service teachers' intercultural competence as well as to analyze potential moderating effects. Based on 16 qualified studies, we found that study abroad was associated with teachers' intercultural competence, with a small to medium effect (ES = 0.34). The relationship did not differ between pre-service and in-service teachers. Pre-departure, during, and reentry reflective guidance was found to have an influence on the relationship between study abroad and teachers’ intercultural competence. The duration of programs can moderate the relationship, but the moderating role of cultural distance was not significant. The results and further implications for institutions and participants are discussed.