The Role of Study Abroad Programs in Perpetuating Cultural Hegemony

Study abroad programs are widely promoted as opportunities for intercultural exchange, global competence, and personal growth. However, this paper critically examines how such programs may also function as instruments of cultural hegemony, reinforcing the dominance of Western norms, values, and epistemologies. Drawing from postcolonial theory and Gramscian concepts of hegemony, the research explores how Western-centric curricula, language dominance (especially English), and institutional partnerships often position Western knowledge systems as superior or universal. Through qualitative analysis of student experiences, program structures, and host country dynamics, the study reveals that many programs unintentionally marginalize local cultures and reproduce existing global hierarchies. The paper argues for a rethinking of study abroad initiatives to prioritize mutual learning, cultural relativism, and the inclusion of non-Western perspectives in both academic content and pedagogical practice. By doing so, international education can move beyond cultural imperialism and toward genuinely equitable global engagement.