The idea for this piece emerged from a chance meeting at a university in Singapore. An academic from an Australian university, visiting as a research scholar, crossed paths with three Australian students studying abroad. What began as casual conversations about adjusting to life in Singapore quickly evolved into a deeper exploration of how immersion in this distinct academic culture reshaped our understanding of education, identity, and global citizenship.
Exchange students often return home with tales of personal growth and the challenges of being away from familiar surroundings. However, the transformative impact of their classroom experiences through interacting with diverse pedagogical practices and engaging with markedly different academic cultures, is often overlooked. Less attention is given to the process of re-learning that occurs when students encounter perspectives that challenge those taught within the Australian education system, both in content and delivery. Similarly, visiting educators and scholars often focus only on research collaborations and outputs, rarely pausing to reflect on how cultural nuances influence their understanding of teaching and learning. As a result, reflections from both students and educators often remain anecdotal, disconnected from larger conversations about the global dimensions of education.
Motivated by these insights, we sought to explore a deeper question: how does stepping outside the boundaries of our home academic systems challenge and expand our perspectives on teaching and learning? Through shared experiences, we encountered practices and philosophies that disrupted assumptions, broadened horizons, and emphasised the essential roles of humanity, humility, and inclusivity in education. By weaving together students’ and educator’s perspectives, this piece aims to highlight how cross-cultural academic engagements provide invaluable opportunities to rethink and enrich education in an interconnected world.
In an increasingly interconnected world, education serves as a powerful avenue for cross-cultural exchange. Classroom is not a neutral space where learning passively occurs; it is rather a dynamic site where identities, lived experiences, and sociocultural contexts constantly interact, profoundly shaping the teaching and learning process. These layers of interaction often remain abstract until we immerse ourselves in an academic culture distinct from our own, where their interplay becomes strikingly visible.
Such encounters serve as eye-openers, revealing how teaching and learning practices are deeply embedded in cultural values, social norms, and historical narratives. These experiences highlight that assumptions about education are not universal but profoundly contextual. Exploring diverse academic practices pushes us beyond the familiar, encouraging us to embrace the richness and complexity of various ways of knowing and learning. Academic cultures are not neutral or monolithic but rather tapestries interwoven with identities, values, and societal power dynamics. This perspective reframes education as a multifaceted, culturally resonant process rather than a one-size-fits-all model.
For those of us who have studied or taught in a different academic culture, the classroom becomes a microcosm of global interconnectedness. It reveals that education is not just about transmitting knowledge but about fostering relationships, understanding diverse perspectives, and navigating the interplay of identities. Stepping beyond familiar academic systems, we encounter practices and philosophies that prompt deep reflection on teaching and learning with greater humanity and inclusivity.
The interplay of similarities and differences between academic cultures creates a space for mutual learning. For instance, Australian students in Singapore gain firsthand experience of alternative academic values, while educators broaden their practices by integrating insights from Singapore’s structured, hierarchical, and technologically advanced systems. These encounters expand personal and professional horizons, highlighting the shared humanity underlying all educational endeavours.
One significant area of contrast lies in relational dynamics between educators and students. In Singapore, respect often assumes a more formal tone, shaped by cultural norms emphasising hierarchy and harmony. Students engage cautiously, reflecting a collective ethos that prioritises deference to educators as authoritative figures. In contrast, Australian academic culture emphasises egalitarianism and informal interactions, encouraging open debate and critical dialogue. This contrast illustrates how respectmanifests differently even within broader socio-cultural contexts. Understanding these differences helps students develop adaptability in communication, enabling them to navigate diverse academic and professional settings. For educators, these contrasts encourage reflection on balancing authority with approachability, creating environments that honour cultural values while promoting active student engagement.
Despite these differences, shared commitments to global competencies like critical thinking and intercultural communication provide continuity. Both academic systems emphasise academic excellence, innovation, and preparing students for an interconnected world, fostering mutual understanding and easing transitions.
When juxtaposed with the experiences of international students in Australia, a striking duality emerges. International students often navigate tensions between fitting into established norms and maintaining their cultural identities. For Australian exchange students abroad, however, the challenge lies more in adaptation and less in assimilation. This freedom to observe and learn, especially in non-Western contexts, enriches their understanding of how teaching and learning are deeply rooted in cultural frameworks. By reflecting on these challenges, Australian students and educators can return with a deeper appreciation for creating supportive, inclusive environments for international peers, acknowledging the emotional and intellectual labour required to navigate unfamiliar academic cultures.
For us, teaching and learning experiences in different academic settings reaffirm that learning is not merely an academic process but a deeply cultural one. They remind us of the need to embed empathy, humility, humanity, and respect for diversity into education. Our discussions also revealed that within the larger umbrella of the Australian identity, an individual’s relationship with the nation profoundly influences how they present and engage with their identity abroad. This understanding influences the extent to which they embrace the mystified notion of a ‘true’ Australian identity and engage with cultural narratives shaped by their unique perspectives and experiences.
Through cross-cultural engagements, we recognised that learning is deeply shaped by individual identities and broader sociocultural contexts. Australian students and educators gain tools to approach education with greater adaptability, kindness, and collaboration. For educators, such experiences inspire inclusive practices attuned to diverse identities. For students, engaging with differences cultivates humility and respect for multiple ways of knowing. These insights remind us that education is not solely about knowledge transmission but about fostering shared humanity and mutual respect.
As globalisation accelerates, it becomes critical to challenge Western pedagogical dominance and create environments for mutual learning across cultures. This journey is not just about acquiring academic knowledge but about transforming how we see the world and ourselves. By engaging with differences and commonalities across academic cultures, we ensure that education remains a dynamic, inclusive process, enriched by diverse perspectives and shared humanity.
Dr Nira Rahman is a lecturer in Educational Design and Student Engagement at The University of Melbourne. Aleina Anna Daiby & Chaya Datta are students from the University of New South Wales.
