Chuyển biến về nhận thức và hành vi của sinh viên ngành Nhật Bản học tham gia chương trình trao đổi học tập ngắn hạn

Tóm tắt

This study investigates the cognitive and behavioral transformations of Vietnamese Japanese Studies students participating in short-term academic exchange programs in Japan through the lens of Kolb’s Experiential Learning Theory (1984). A qualitative research design is employed, using 29 semi-structured interviews analyzed through reflexive thematic analysis. The findings reveal that students’ development follows a four-stage experiential learning process encompassing concrete experience, reflective observation, abstract conceptualization, and active experimentation. Beyond improvements in language proficiency and intercultural competence, participants demonstrated sustained changes in learning strategies, career orientations, and proactive knowledge sharing. Unlike previous studies that primarily document the outcomes of study abroad, this research elucidates the underlying mechanism through which international experiences are transformed into enduring cognitive and behavioral changes via Kolb’s experiential learning cycle. The study also extends the application of Kolb’s framework to the Vietnamese higher education context by providing empirical evidence of its explanatory value in interpreting students’ transformative learning during short-term academic mobility. Practically, the findings suggest that the effectiveness of exchange programs depends not only on overseas exposure but also on structured pre-departure preparation, guided reflection, and institutional support throughout the exchange process. These findings offer evidence-based implications for designing and managing international exchange programs that foster sustainable student development.