Developing cultural intelligence (CQ) in blended environments: Towards an appraisal of experiential learning

Abstract

The expansion of educational technologies continues to pose a challenge to traditional educational practice. Experience-based learning (EBL) has remained a firm favorite of educationists and trainers, and it seems relevant to reconsider its role and relevance given the recent wide-spread adoption of blended learning environments. As part of a larger project concerned with developing cultural intelligence (CQ) in Japanese higher education, the current study explored the role of EBL in a blended environment where it was applied to help develop intercultural competence in undergraduates. Issues in assessing EBL and its role and impact on CQ learning and -skill development are explored and data concerning the efficacy and impact of EBL activities from earlier stages of the project are presented. The analysis problematizes the EBL model with reference to CQ learning and suggests a reconsideration of the model in view of the recent global pandemic and the profound impact of educational technologies on learning.