Abstract
In the realm of international education and immersive study abroad experiences, artificial intelligence (AI) offers efficiencies in handling administrative tasks, application guidance, and information processing. However, as invaluable as these tools may be, they fall short in addressing the individualized and culturally sensitive needs essential for a fulfilling and transformative educational experience abroad. AI lacks the capacity to comprehend the emotional, cultural, and personal nuances that are vital to supporting students who are navigating the complex process of adjusting to a new environment, especially for those who are going abroad for the first time. This paper examines the critical role of human interactions in international education, specifically through the lens of cultural diversity and sensitivity, emotional support, sustainability, and social justice—factors that AI systems are ill-equipped to address. Through a series of case studies and interviews with students and faculty leaders, we analyze the shortcomings of AI in providing holistic support and discuss how faculty leaders fulfill a crucial role as cultural and ethical stewards. Faculty mentors offer personalized guidance, empathy, and insight that can bridge cultural gaps, foster resilience, and advocate for sustainability and social justice—qualities that are increasingly integral to the mission of higher education institutions. In contrast, AI’s one-size-fits-all approach often fails to account for the diverse backgrounds and unique goals of individual students.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Culture, Sustainability, Education, Justice
