Theme 1

Example (direct quotations)

Pre-intervention: Culture, ICC, and digital war as an interpersonal conflict without holistic conceptualisation

1a

Defining cultural differences and digital war in personal terms

The word culture was mentioned in our Islamic studies. Islam taught us how to respect other religions and cultures. Kuwaiti education cares about Islamic studies, which represent the culture of Kuwait (cycle two student).

A student from cycle one defined the term digital war incorrectly, as she referred to the digital war as fighting on Instagram, Snapchat and/or Facebook.

1b

Defining cultural differences and digital war in interpersonal terms

I used to work in groups with students who come from England; these students were looking at me in a strange way despite speaking with them in English. I felt they were so judgmental and judging me because I am an Arab. (cycle one student)

Another student from cycle one talked about hacking her computer and losing all the information that was saved. She accused one of her friends of doing that without having evidence. (cycle one student).

1c

Defining culture and digital war without contextualization

Culture… shows us how the country itself is… how they lived and what they ate and how their soul was (cycle two student)

Another cycle two student received many negative comments on her Instagram account, and that was her way to describe the term digital war without contextualization. She thought that in this way she defines digital war. (cycle one student).

1d

Cross-cultural and digital war communication without contextualization

I could not deal with Germans because of their language. It was so difficult for me to learn German, and they do not speak English (cycle one student).

Another student from cycle one talked about hacking her computer and losing all the information that was saved. She was unable to define or conceptualize the term digital war (cycle two student).

1e

Intercultural communication in terms of nonverbal communication

I had a situation with a Saudi Arabian guy. He was staring at me I think because I was not fully covered like Saudi Arabian ladies. I did not like it, and it was very negative (cycle one student).

1f

Level of confidence

I (a student) do not deal with people but my family when I travel outside Kuwait. My brothers deal with them if there is a need (cycle one student)

I can communicate using different programs like Instagram and Facebook without any problems. (cycle one student)

Summary Analysis of Theme 1

Ÿ Overall, students had a skewed image of ICC & digital war before the intervention. They often conflated culture with cultural manifestations (e.g., cuisine, language, and religion).

Ÿ In the same way, they conflated ICC & digital war with interpersonal incompatibility and conflicts (e.g., language barriers and verbal or nonverbal communication interpreted as offensive).

Ÿ Some struggled to see culture apart from religion.

Ÿ Some struggled to see the difference between digital war and social media.

Ÿ Students comprehended ICC in relation to their reactions in situations where ICC was required. However, there was no perception that negotiation or compromise was required. Rather, the expectation was that the out-group would compromise and adopt the culture of the in-group.

Ÿ In general, students were not able to define culture, ICC, and digital war in any specific or accurate way.

Ÿ The digital war topic was new to most of the students before the intervention. However, most of them considered it as an area where they need to strengthen their background.

Ÿ The introduction of two terms of intercultural communication and digital war topics was considered to be an eye-opening experience as both are significant in developing the academic progression of the students in the Foundation Program Unit.