Transformative reflective practice in the intercultural education course: insights from one university in Poland

This article presents an exploratory case study examining transformative reflective practice within an intercultural education course at a university in Poland. The study explored how a single course improved undergraduate students’ knowledge, skills, and awareness in navigating intercultural contexts. Motivated by growing research calling for stronger intercultural learning in language education – especially in Poland, where current frameworks do not adequately address these skills – this article highlights the vital role higher education plays in preparing language teachers as intercultural mediators. The exploratory case study involved sixty undergraduate students enrolled in an English Philology programme. Students were engaged in reflective activities focusing on the course’s intercultural contents and their own related experiences. The research findings are organised into three themes, and they provide insights into how reflective practice may influence and foster students’ intercultural learning. Acknowledging the limitations of a single-case study and its exploratory nature, the results may not be generalised to other contexts. Nevertheless, the findings highlight the significant potential of adopting transformative reflective practices in intercultural education. The study concludes by emphasising that such practices can nurture culturally aware and competent language teachers, equipping them to address complex global challenges and promote mutual respect among diverse populations.