Abstract:

Blended Intensive Programmes (BIPs), which emerged a few years ago and have become quite popular, have become another unique opportunity to develop intercultural, especially intercultural communication, competences. BIPs are short, intensive programmes that use innovative learning and teaching methods, including online collaboration, as well as elements of contact work. Their duration (especially the short contact phase) has made them an attractive choice for students. On the other hand, their intensity, which is noticeable both in the virtual learning and physical mobility part, is sufficient not only to develop specific competences, which vary depending on the BIP topic, but also to develop general competences, especially in the field of intercultural communication. Teamwork in mixed international teams, which is often used in BIPs, is particularly useful for this. These programs create favourable conditions for developing intercultural communication competencies not only for students, but also for teachers, because both during the preparation and implementation of the program, cooperation is carried out with partner institutions, common content is often created, classes (both distance and contact) are led by teachers from different countries and institutions. Tasks for students are also usually constructed in such a way that they should cooperate, communicate, exchange information, and often the assessment task itself is group, not individual. In this way, BIP creates favourable conditions for the development of the aforementioned interculturality and intercultural communication competencies, although, of course, there are certain challenges that need to be overcome.

The article analyzes the results of the research conducted at Šiauliai State Higher Education Institution in order to clarify the opinion of students and teachers about the development of intercultural communication skills and competencies during BIP. For this purpose, a quantitative research was conducted, the results of which were detailed in separate focus groups of students and teachers. The analysis of the research results showed that both groups of respondents positively assessed the development of intercultural communication skills and competencies during the BIP. The research identified not only the advantages of developing intercultural communication competencies, but also the challenges encountered during such activities. The article also analyzes the possibilities of overcoming those challenges. All this will be done based on the experience of our higher education institution and its international partners - the European University Alliance NEOLAiA - in organizing the BIP.

Keywords:

Intercultural competencies, development of intercultural competencies, blended intensive programme, higher education, European University Alliance.