Citizen diplomacy through study abroad

This paper examines patterns of declining intercultural sensitivity among international students during study abroad, with implications for their role as citizen diplomats. While prior research has largely highlighted positive intercultural outcomes, it has paid less attention to empirically identifying patterns of regression. Using a pre–post survey design based on the Intercultural Development Inventory, this study examined 147 Japanese university students who participated in study abroad programs. Approximately half (n = 72) of participants showed a decline in instrument-assessed scores between pre- and post-program assessments, and this subgroup became the focus of a detailed analysis. Drawing on the Developmental Model of Intercultural Sensitivity as an analytical framework and Kolb’s experiential learning theory as an interpretive lens, the analysis identifies distinct patterns of decline, including stage-level regression and within-stage decreases. A widening gap between self-perceived and developmental (instrument-assessed) scores further suggests reduced accuracy of self-understanding among students whose scores declined. The paper argues that international higher education contributes uniquely to citizen diplomacy by providing structured pedagogical support. The findings suggest that intentionally designed pedagogical interventions are essential to help students transform cultural conflict into intercultural growth and strengthen their capacity to serve as citizen diplomats.