Motivation, Intercultural Competence and Learning Expectations: A Preliminary Case Study on Malaysian Students Participating in a Short‑Term Mobility Programme

Abstract

In the landscape of global higher education, short-term cross-border mobility to advanced Asian nations like Japan serves as a vital driver for internationalizing student experiences and fostering intercultural talent. This study investigates the motivations, intercultural competence, and learning expectations of Malaysian undergraduates participating in such a program. The primary research objectives were to analyse the levels of motivation, intercultural competence, and learning expectations among the students, and to assess whether these factors varied by demographic factors such as gender, prior mobility experience, and ethnicity. Employing a preliminary case study design focused on a specific program cohort, data were collected via a structured online questionnaire from all 30 undergraduate students from several Malaysian public universities who participated in the Japan Educational Program 3.0 from November to December 2025. The findings revealed that participants exhibited strong motivation to improve their communication skills, enhance their intercultural understanding, and gain international experience. They also demonstrated a keen interest in understanding cultural differences and enhancing their intercultural competence. Participants anticipated academic and personal growth, with a particular focus on expanding their cultural knowledge and improving social adaptability. As a result, the study revealed a high degree of homogeneity, with no significant demographic variances found across gender, prior mobility experience, or ethnicity. This key finding underscores the universal appeal and inclusivity of the program, demonstrating that it equitably addresses the personal and academic development goals of a diverse student cohort. Overall, these exploratory insights underscore the value of short-term mobility programs in promoting intercultural competence and personal growth. It also highlights the potential of such programs to meet the academic and developmental needs of students, regardless of their demographic background, making them an effective tool for fostering intercultural understanding and global awareness.