ABSTRACT
This chapter begins with a shifts in understandings of how adults learn best and implications for the design and delivery of intercultural training and education programmes. It reviews shifts in intercultural training or education, and briefly discussed the use of a variety of assessment tools and methods to document and measure the intercultural learning of both mobile and non-mobile students. The chapter explains the rationale for the growing emphasis on criticality in language and intercultural pedagogy in study abroad contexts and provided examples of intercultural interventions that are being implemented in different parts of the world at various phases of the study abroad cycle, including online initiatives. It examines the importance of strengthening the connection between research and practice to facilitate the work of international education professionals and enhance the language and intercultural learning and global citizenship development of study abroad participants.
