Integrating International, Interdisciplinary Collaboration, AI Tools, and Virtual Student Exchange into Postgraduate Curricula for Engagement, Learning, and Career Preparedness

Abstract

Artificial intelligence (AI) and virtual collaboration are reshaping professional practice, yet many postgraduate curricula still treat AI literacy, internationalisation, and career development as separate strands rather than integrated initiatives. This work-in-progress reports on a quasi‐experimental, mixed‐methods study connecting Monash University Malaysia (Advanced Career Counselling unit) and the University of Warwick (Fundamentals of AI Research, Development and Management module). Approximately 210 master’s students are allocated into four conditions: (A) control; (B) virtual, interdisciplinary exchange; (C) AI‐supported presentation training (Microsoft Speaker/Presenter Coach); and (D) combined exchange & AI training. The study evaluates impacts on engagement, skill development, intercultural competence, digital fluency, and career preparedness. The study uses pre/post-surveys, rubric‐based assessments, and interviews/focus groups. Ethical safeguards address power imbalances (students of the investigators), explicit consent, data minimisation, and cross‐border data handling. Early implementation experiences, instrumentation, and planned analyses are presented to inform future interdisciplinary international curricular collaborations and AI-supported assessment.