UKI Toraja Strengthens English Education Through Academic Dialogue and International Student Engagement

Curriculum renewal, open academic discussions, and global perspectives take center stage at the English Education Study Program.

Authors: Dr. Markus Deli Girik Allo, M.Pd. and Dr. Roni La’biran, M.Pd.

KAREBA-TORAJA.COM, MAKALE – – – The English Education Study Program of the Faculty of Teacher Training and Education (FKIP), Universitas Kristen Indonesia Toraja (UKI Toraja), held its 2026 Academic Dialogue on Wednesday, November 4, at Campus 1, Makale. The event brought together lecturers, students, and international participants to discuss curriculum renewal, academic development, and strategies for strengthening the quality of English language education.

Carrying the theme “Advancing Adaptive and High-Quality English Education through Curriculum Renewal, Open Dialogue, and Strengthening the Three Pillars of Higher Education,” the event provided a platform for academic reflection, constructive discussion, and collaborative planning.

One of the main agendas was the introduction of the study program’s new curriculum, including its scientific vision, graduate profiles, programme learning outcomes, and the implementation of Outcome-Based Education (OBE). The discussion emphasized the importance of developing an adaptive and relevant curriculum that responds to educational developments, technological advancement, and the evolving needs of students and society.

The programme also facilitated an open dialogue between lecturers and study program management. Participants were encouraged to share perspectives and recommendations concerning academic services, teaching and learning, facilities, infrastructure, and institutional development.

International Students Bring Global Perspectives

An important highlight of the Academic Dialogue was the International Student Sharing Session, designed to bring educational and cultural perspectives from Mexico, Madagascar, and the Czech Republic into conversations at UKI Toraja.

Five international students were invited to share their experiences. Their individual reflections can be incorporatedinto the published report once their comments have been recorded and verified.

Sofia Rosas Gama, from the National Autonomous University of Mexico (UNAM), Mexico, was invited to discuss learning experiences and academic life.

“Learning flourishes when we connect the language to each student’s genuine passions. By equipping learners with self-management tools and encouraging them to explore varied, flexible approaches, we empower their autonomy. This synergy of personal interest and adaptive strategies is the key to bridging the gaps between different levels of language proficiency in the classroom and in life.” 

Angel Emmanuel Cos Rodriguez, from Instituto Politécnico Nacional, Mexico, was invited to share perspectives on student learning, academic engagement, and international educational experiences.

“Being here in Indonesia, specifically in Toraja, has allowed me to experience another perspective about education and how lectures are taught. I know the challenges every university faces in a fast-changing world, but it is interesting how each university solves them, and one important thing is the constant update of curricula. I can recognize the great work being done at UKI Toraja.” 

Randriamora Herinekena Angelo, from the University of Antananarivo, Madagascar, was invited to reflect on cultural diversity, education, and intercultural communication.

“I have noticed that Indonesians are very friendly and strongly uphold the cultural value of Gotong Royong, which reflects their spirit of helping one another and working together.” 

Katrin Slaná, from Caritas College Olomouc and PalackýUniversity Olomouc, Czechia, was invited to describe academic experiences and opportunities for cross-cultural learning.

“The welcome we received at UKI Toraja was fantastic, and the whole atmosphere felt incredibly friendly from the very beginning. I loved the curiosity during the questions and hearing the unique stories of the other international students. It was amazing to see how openly we could share our different backgrounds and experiences with each other. The event was truly inspiring and gave me a fresh perspective on how much we can learn from cross-cultural sharing.”

Zuzana Hefková, also from Caritas College Olomouc and Palacký University Olomouc, Czechia, was invited to discuss intercultural interaction and international engagement in higher education.

“The atmosphere was truly wonderful and warm, and I felt completely accepted and at home with everyone right from the start. It was amazing to experience how uniquely different everything is compared to the Czech Republic, especially seeing how shy local students can be about speaking English. Hearing authentic thoughts and diverse perspectives from international peers made the whole event an incredible experience. It was genuinely inspiring and widened my horizon in how I perceive different people, cultural nuances, and mutual understanding!.” 

The session was designed to expand students’ understanding of educational practices and cultural diversity while encouraging meaningful interaction across national and cultural backgrounds.

By creating space for international student voices, the English Education Study Program aims to nurture an inclusive academic atmosphere, strengthen academic culture, broaden students’ global perspectives, and advance the internationalization of the study program.

Strengthening the Three Pillars of Higher Education

Beyond curriculum development and international engagement, the Academic Dialogue addressed the implementation of the Three Pillars of Higher Education (Tridharma Perguruan Tinggi), encompassing education, research, and community service.

Particular attention was given to strengthening academic research, scholarly publications, community engagement, and collaborative activities involving lecturers and students.

Head of the English Education Study Program, Dr. Markus Deli Girik Allo, M.Pd., emphasized the importance of academic dialogue as a platform for evaluating and continuously improving the quality of the study program.

“Our aim is not only to introduce a renewed curriculum but also to broaden students’ horizons and foster a strong academic culture in which critical thinking, dialogue, and mutual respect are part of everyday learning,” he said. “By cultivating a vibrant academic atmosphere and creating opportunities for students to interact with international peers, we are strengthening the internationalization of our study program and preparing graduates to engage confidently in a global community.”

The Academic Dialogue was also intended to identify priorities for improvement and formulate practical recommendations for the study program’s future development.

1. International Research and Publication Collaboration:Strengthening collaborative research and joint academic publications involving international students.

2. Community Service in Remote Schools: Implementing community service programs to support English language teaching and learning in remote schools across Toraja.

3. Internship and Classroom Observation Programs:Establishing internship and classroom observation (sit-in) programs in collaboration with educational stakeholders in Toraja to enhance students’ practical experience and professional development.

Through curriculum renewal, participatory academic dialogue, and international student engagement, the English Education Study Program at UKI Toraja aims to strengthen its commitment to delivering adaptive, inclusive, and high-quality English education while preparing graduates to respond effectively to both local and global challenges. (*)