Reciprocity in International Student Adaptation%253A An Example from a Faculty of Education

Abstract

This study examines the perceptions of pre-service teachers studying at a Turkish university towards international students, their intercultural interaction experiences, and their levels of ethnocentrism. Conducted using a convergent parallel mixed method, the study involved semi-structured interviews with nine pre-service teachers, and the Generalized Ethnocentrism Scale was administered to 165 pre-service teachers. Qualitative data were analyzed thematically using MaxQDA, while quantitative data were analyzed using descriptive and comparative statistics. The findings indicate that pre-service teachers generally have a positive attitude towards cultural diversity and view international students not only as ‘foreigners’ but also as a source of cultural richness and learning opportunities. Participants emphasized empathy, helpfulness, and inclusiveness in social relationships and stated that initial difficulties arising from language barriers and cultural differences were overcome over time. It was stated that international students contributed academically and socio-culturally to the classroom environment, but that in some cases language inadequacy limited their participation. The average level of ethnocentrism was found to be 2.34, and participants exhibited low levels of ethnocentric tendencies, with no significant difference between genders. Those with low levels of ethnocentrism were found to adopt more open communication and empathy-focused attitudes, while those with medium to high levels tended to be more distant. The results reveal that, in order to develop intercultural sensitivity, it is necessary to focus not only on the adaptation processes of international students but also on the levels of ethnocentrism of local students. The study suggests that teacher training programs should include intercultural competence, that mentoring and social contact opportunities should be increased, that digital interaction opportunities should be evaluated, and that interdisciplinary approaches should be disseminated