LEARNING BEYOND THE CLASSROOM: A MULTI-COHORT STUDY OF RURAL IMMERSION OUTCOMES, INTERCULTURAL COMPETENCE, AND INTERNATIONAL STUDENT MOBILITY IN INDIA

This paper investigates how structured rural immersion programmes influence intercultural competence, perceptions of rural communities, and global learning outcomes among domestic and international participants, while examining how such experiences can inform higher education curriculum design. The study employs a multi-cohort mixed-methods design using data collected between 2024 and 2026 from Australian university students participating in the New Colombo Plan, Indian undergraduate students, educators, and participants in an Indigenous community fellowship. Quantitative survey data were integrated with qualitative reflections, interviews, and programme observations to examine educational outcomes across diverse participant groups.Findings demonstrate significant improvements in intercultural competence, career readiness, and perceptions of rural and Indigenous communities. The study also identifies a pronounced perception reality gap among international students, showing that pre-arrival assumptions about India differed substantially from lived experiences, particularly regarding safety, hospitality, and meaningful cultural engagement.