INTERNATIONAL GUEST LECTURES AS A FORM OF HIGHER EDUCATION INTERNATIONALISATION: STUDENT PERCEPTIONS OF PEDAGOGICAL BENEFITS, GLOBAL EXPERIENCE, AND CHALLENGES

Abstract

Since internationalisation has become an important tenet of higher education, universities seek to provide students with international academic perspectives. One of the cheapest and most convenient ways is a project that does not require physical mobility. International guest lecturer programme is such a project that allows integration of international perspectives, teaching practices, and cross-cultural experiences into students’ regular learning. This study examined students’ perceptions of an International Guest Lecturer Programme, focusing on its pedagogical impact, contribution to global and cross-cultural competency, implementation challenges, and potential for future curricular integration. A mixed-methods research design was used, with quantitative and qualitative data collected through self-administered questionnaires following students’ participation in the programme. Quantitative responses were analysed using descriptive statistics, while the open-ended responses were thematically analysed. The findings showed solid positive perceptions of the programme. Students showed improved understanding of course content, exposure to new academic perspectives, effective teaching approaches, greater exposure to international academic practices, improved cross-cultural awareness, and the development of a broader global perspective. Qualitative findings also underscored clear explanations, real-life and country-specific examples, interaction, and international exposure as main benefits. Nevertheless, accent and language differences, limited discussion time, technical issues, and insufficient pre-session preparation are found to be the challenges faced. Overall, the findings indicate that international guest lecturer programmes can provide a valuable form of curriculum-based internationalisation when international exposure is supported by appropriate pedagogical, linguistic, technological, and organisational measures. The study proposes more structured curricular integration, greater opportunities for interaction, stronger pre-session scaffolding, and better technical preparation. The quantitative survey managed to elicit 61 responses from Malaysia and Indonesia, while 21 participants contributed qualitative feedback. These results represent the subjective respondents' self-reported perceptions rather than objectively measured improvements in academic or intercultural competence.