Navigating cultural difference: Nigerian students’ perceptions of intercultural competence among UK HE instructors

We examine how UK higher education institutions (HEIs) manage and assess their instructors’ intercultural (in)competences relevant to international students from Nigeria. Managing (inter)cultural competences is significant for instructors in HEIs as they interact with international students who bring cultural diversity and differences to the classroom, library, and other areas of the institution. We conducted semi-structured qualitative interviews with international postgraduate students from Nigeria in the UK. To develop a balanced view, we intend to collect data from educators, including lecturers/tutors, support and services staff who engage with these students on campus, and the university’s development staff. The interviews with the students have revealed that some instructors lack awareness and knowledge of international students’ cultural differences, have little intercultural sensitivity regarding the language used in the classroom, and have a different construct of empathy compared to the students’ home countries. These findings are significant because they contribute to the literature and debate on intercultural competencies, focusing on how students must transition and be integrated into the local HE culture and education system.