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This research fills a critical void in the empirical literature on intercultural education in Philippine HEIs by attending to the lived experiences of faculty, staff, and students immersed in intercultural learning spaces. Although there is an extant literature focused on the value and struggles of intercultural education, very little of this work examines the intersubjective realities of the people within the institutions. A significant portion of the existing literature adopts a top-down approach, focusing on institutional policies and programmatic evaluations without giving voice to the experiences of the individuals who are most directly impacted by these programs. This lacuna was addressed through the use of a qualitative research design employing the mixed-methods of data gathering to tap the richness and complexity of what intercultural education means in Philippine HEIs and to provide us with more holistic insights into the nature of its transformative promise. Since the Philippine context is also marked by the presence of diverse ethical and linguistic groups, more studies are needed to understand the particular issues involved in engendering intercultural understanding within such a context. It is also critical to comprehend the attitudes held by international academic staff members regarding institutional practices and structures for campus internationalization.
Butac et al. (2025) studied this question.