Our teaching approach reflects the ISS motto: Summer Weeks of Academic Achievement and International Goodwill. We aim to foster a shared attitude that views diversity as a strength, helping students develop multicultural competence. This begins with an awareness of one’s own cultural identity, which often emerges when encountering other cultures—especially in a setting as diverse as the ISS. However, this new awareness does not always lead to openness; it can sometimes reinforce cultural ignorance, where students may cling to their own perspectives without fully engaging with others.
Teachers must be sensitive to these challenges, avoiding stereotypes and respecting all viewpoints. It is essential to foster an atmosphere free from racism and prejudice, where students feel safe to express themselves without fear of being judged. Instead of moralizing or favoring certain opinions, teachers should encourage reflection by asking thoughtful questions. By positively challenging students to consider the foundations and consequences of their worldviews, we can promote deeper understanding and genuine intercultural dialogue.
Another important aspect of cultural sensitivity is showing respect for different moral norms, including dressing in a way that maintains a professional and inclusive classroom atmosphere. We recommend avoiding clothing such as shorts or low-cut dresses or blouses.
At the same time, it is important to present Norwegian cultural perspectives in a way that is respectful, inclusive, and mindful of the diverse backgrounds of the students. This should be done with cultural sensitivity, ensuring that Norwegian values are shared without imposing them or diminishing other perspectives.
Language skills present another challenge, as English is not the first language for most ISS students. Teachers should speak clearly, avoid slang, repeat key points, and confirm understanding. Humor, especially irony, should be used carefully to prevent misunderstandings.
Finally, students come with varied academic traditions—some hierarchical, some interactive. Teachers should make expectations, course content, and evaluation criteria clear from the beginning, and be open to discussing student expectations while explaining the Norwegian educational approach.
The ISS Office provides students with thorough information about academic routines to support a smooth transition into our learning environment.