The Association of Pacific Rim Universities (APRU), in collaboration with Tecnológico de Monterrey, successfully convened the APRU Open Dialogues 6th Cohort: Exploring AI, Mental Health, and Cultural Perspectives in Student Life, bringing together undergraduate students from across the Pacific Rim for a structured, intercultural dialogue on some of the most pressing issues shaping student life today. Reflecting on the significance of the exchange, Ana Carolina Vázquez, Lead Professor at Tecnológico de Monterrey, noted: “This was a truly enriching experience that contributed significantly to the multicultural competencies of my students. Students had the opportunity to engage in meaningful conversations with peers from different cultures and backgrounds, allowing them to practice dialogue, inclusiveness, and intercultural understanding in a real and authentic way.” Held online on May 7, 2026, the 6th Cohort continued the Open Dialogues program’s mission to promote meaningful, respectful conversations among students from APRU member universities. Centered on the theme “Exploring AI, Mental Health, and Cultural Perspectives in Student Life,” the workshop was designed as an introductory exchange encouraging participants to reflect on personal experiences, listen to diverse viewpoints, and examine how culture shapes understandings of wellbeing and technology. The dialogue emphasized cultural anchors—including family, community, spirituality, silence, and storytelling—as key lenses through which students interpret mental health and the role of artificial intelligence. Through guided discussions and moderated exchanges, participants explored how attitudes toward AI differ across cultural contexts and considered how more inclusive and culturally sensitive approaches could be developed in student support systems. A diverse, global cohort The 6th Cohort brought together 61 students from 14 universities across 12 economies, reflecting the geographic breadth and diversity of the APRU network. Participants represented institutions across Asia, Australasia, and the Americas, with additional perspectives contributed by two guest institutions. This diversity enriched the dialogue and reinforced the program’s commitment to intercultural exchange and collaborative learning. Preparing for meaningful dialogue Ahead of the live sessions, students completed a pre‑dialogue pulse‑check survey designed to prompt reflection on mental health challenges, cultural perspectives, and the role of technology in student wellbeing. The findings confirmed that mental health is widely recognized as a significant concern in students’ university life, both personally and collectively. These insights helped establish a shared foundation for open and authentic conversation during the synchronous sessions. Structured exchange and creative exploration The live dialogue combined icebreakers, small‑group discussions, and creative challenges, supported by trained moderators who emphasized inclusivity, balanced participation, and respect. Students shared culturally rooted expressions of stress and wellbeing, examined the promises and limitations of AI in mental health support, and reflected on how cultural assumptions can influence problem‑solving and collaboration in global contexts. The sessions concluded with a creative design challenge, inviting participants to imagine features of a culturally sensitive AI mental health application. This exercise encouraged students to think critically about privacy, tradition, adaptability, and equity, translating dialogue into practical and future‑oriented ideas. Building leadership, empathy, and global skills Through participation in the Open Dialogues 6th Cohort, students strengthened cultural competence, developed strategies for addressing misunderstandings rooted in cultural assumptions, and practiced leadership skills grounded in empathy and inclusivity. As Professor Vázquez further emphasized: “Through discussions on current topics such as Mental Health and Artificial Intelligence in student life, students were able to reflect on the importance of empathy, well‑being, and respectful dialogue in an increasingly polarized world.” Looking ahead The Open Dialogues program continues to demonstrate the value of dialogue‑based learning in preparing students for collaboration in global and remote environments. Further details about the APRU Open Dialogues 7th Cohort will be announced in September, with official updates on participation opportunities and upcoming themes to follow. The Asia Pacific Open Dialogues, led by Tecnologico de Monterrey, aims to develop a collaborative model for promoting meaningful conversations among the consortium universities in the Pacific Rim, to create empathy and awareness on current shared topics, and to develop responsible leadership skills.  

APRU at APAIE 2026 APRU was delighted to contribute to APAIE 2026 with a series of panel sessions showcasing how our network’s collective expertise is shaping the future of international higher education across the Asia Pacific. This article is one of four in a special APRU series sharing insights from our conversations at APAIE 2026. APAIE 2026—the premier gathering of international higher‑education leaders, policy makers, and industry professionals—convened in Hong Kong from February 23–27 under the theme Asia‑Pacific Partnerships for the Global Good. This year’s conference brought together 3,592 participants from 72 regions, featured 600+ organisations, welcomed 570 delegates to pre‑conference workshops, and delivered 120 presentations and 3 plenaries. Session Report Chaired by David Quimbayo, Program Manager, APRU, this panel explored three student‑centered models that blend virtual exchange, facilitated dialogue, and on‑site immersion to develop diplomacy, empathy, and problem‑solving at scale: Tecnológico de Monterrey’s Asia Pacific Open Dialogues, the University of Oregon/USC Certificate in Global Climate Change Leadership, and Chulalongkorn University’s SDG Education for Global Citizenship (SDG4GC). Facilitated Dialogue as a Design Principle Dr. David Huerta, International Experiences and Models Director, Tecnológico de Monterrey outlined Asia Pacific Open Dialogues, a COIL‑style initiative structured around intentional, professionally facilitated small‑group conversations. The design sequence: asynchronous preparation → synchronous dialogue → guided reflection, ensures that every student’s voice is heard. Cohorts now run in English and Spanish, with students co‑selecting timely topics (e.g., AI ethics, mental health). Early outcomes point to stronger active listening, empathy, and leadership readiness; staff facilitators also build internationalization capacity. “Dialogue must be intentional and facilitated so every student has a voice.” Climate Diplomacy in Practice Eleanor Vandegrift, Director Global Studies Institute and Assistant Vice Provost for Global Partnerships, University of Oregon presented the Certificate in Global Climate Change Leadership (with USC/APRU), a month‑long, UN‑style negotiation using the MIT‑developed C‑ROADS model. Multidisciplinary, multi‑university delegations engage with 30+ global speakers; fee differentials and targeted outreach widen access. The team now uses pre/post instruments to track growth in diplomacy, cross‑cultural awareness, and leadership, with ~700 alumni to date and another ~250 planned for 2026. Vandegrift said, “It wasn’t just climate science. It was diplomacy, equity, economics, and leadership… climate action felt achievable, if we work together.”     Immersion for Identity and Impact Professor Taninee Sahakitrungruang, MD, Faculty of Medicine, Chulalongkorn University introduced SDG4GC, a three‑month hybrid program that combines six weeks online, two weeks of on‑site immersion in Thailand or Malaysia, and four weeks of prototyping culminating in a social‑innovation pitch. Students work alongside UN agencies, policymakers, social enterprises, and grassroots NGOs; participation grew from 60 (2023) to 78 students from 17 universities (2025). Next step: a seed fund to move promising ideas from PowerPoint to pilot. Reporting on student feedback, she said, “This program made me feel more human… not just knowledge acquisition, but identity formation.” Conclusion — What APRU Can Take Forward Across dialogue, simulation, and community immersion, Programs with Purpose demonstrated how design choices make inclusion tangible and learning measurable. Design for voice and equity: Use trained facilitation, multilingual cohorts, and differential fees to expand who participates and who is heard. Measure what matters: Pair experiential formats with pre/post instruments to track leadership, diplomacy, and cross‑cultural growth. Build bridges beyond the classroom: Engage UN agencies, NGOs, and community partners so students grapple with real constraints and stakeholders. Together these models are ready for APRU institutions seeking scalable, purpose‑driven global learning, and preparing students not only for international careers, but for global stewardship.  

  On October 30, APRU hosted the 5th cohort of Open Dialogues, an initiative designed to foster meaningful conversations among students across the Asia-Pacific. This Spanish edition followed the same theme as the 4th Cohort, “Breaking Stereotypes: Navigating Cultural Differences in the Global Workplace”. Led by Prof. Daniela González Iza, Director of the International Relations Program at the School of Social Sciences and Government, Tecnológico de Monterrey, and Dr. David Huerta, Director of International Experiences and Models, Tecnológico de Monterrey, the program brought together 93 students, 11 moderators, and representatives from 6 universities across 6 economies. The steady growth of Open Dialogues since its inception reflects its relevance in preparing future leaders for global challenges. The dialogues encouraged participants to examine how cultural differences shape professional environments and how stereotypes influence interactions. Students learned that stereotypes could serve as both a starting point and an obstacle, and that questioning them is essential to avoid prejudice and foster collaboration. Through guided discussions, participants identified key skills for effective intercultural communication, including active listening, respecting silence, adjusting tone, and showing empathy. These competencies are increasingly critical in a world that is more connected yet often less understood. The program’s impact was evident in the feedback: 90% of students reported being satisfied or very satisfied, and a similar percentage considered the topic highly relevant to their future careers. Students expressed feeling valued and enriched by the interactions, highlighting that the format created an inclusive space for meaningful learning. Daniela González Iza summarized the essence of the experience: “APRU Open Dialogues allowed our students not only to understand the dynamics that will shape their professional future, but also the importance of empathizing in a world increasingly connected yet less understood. New generations must learn to navigate interculturality, and this exercise allowed them to do just that.” As workplaces become more global, the ability to communicate across cultures is no longer optional; it is essential. By creating spaces for dialogue and reflection, APRU Open Dialogues helps students develop the mindset and skills needed to lead in diverse environments. To learn more about APRU Open Dialogues, visit its official page here.

Tecnológico de Monterrey in collaboration with the Association of Pacific Rim Universities (APRU), hosted the APRU Open Dialogues 4th Cohort on May 8th. This edition marked the largest to date, gathering over 150 students and 11 moderators from 21 universities across 14 economies in the Asia-Pacific region. This year’s session focused on discussing and reflecting on an increasingly relevant theme: the role of cultural stereotypes in shaping teamwork and leadership. The event was led by Professor Norma Cerros, a published author, and a gender equality advocate, and Mr. David Quimbayo, Programs Manager from APRU. They were joined by a team of expert moderators from Mexico, Chile, and Ecuador, who facilitated a dynamic and reflective dialogue process for the students. Professor Cerros emphasized the importance of gaining awareness of our own stereotypes, prejudices, and biases, how they can hinder our decision-making, and prevent us from taking into consideration valuable ideas.    “Sooner rather than later, you’re going to be in front of a team, and there’s a chance you may be the leader. And there’s a chance that based upon what you have learned, the values that you have been taught, you might not be taking into consideration all of the talent that people have to offer.” -Norma Cerros, Lead Professor. The focus of these dialogues is very relevant to today’s world. As the global workplace becomes more interconnected, collaboration across cultures is both vital and complex. Recognizing how stereotypes influence communication and group dynamics is key to building stronger, more inclusive teams. During his opening remarks, Dr. David Huerta, Director of International Experiences and Models at Tecnológico de Monterrey, emphasized the growing need for cultural adaptability in today’s remote and global work environments. He highlighted how cultural awareness, adaptability, and clear communication are critical in avoiding misunderstandings rooted in assumptions. “I see multicultural teams like navigating in a river with many currents. We cannot assume everyone rows in the same direction. If we do, we might end up going in circles or even hitting rocks. But when we listen, we adjust, and we learn each other’s rhythm, we move forward, together, faster, and stronger.” -Dr. David Huerta Throughout the session, the dialogue offered participants valuable insights into multicultural collaboration, emphasizing the importance of trust, empathy, and human connection. Students were encouraged to reflect on their own biases and experiences, leading to a more profound understanding of global diversity. The atmosphere fostered authentic conversations, allowing students to share openly and challenge their own perspectives. This not only enhanced their cultural competence but also supported their personal growth.   “My take on this meeting is that it’s really a crucial thing to build rapport and bond first, in order to achieve the desired goals everyone has.” -Student from the Philippines   “It’s interesting that while we were discussing a scenario, we were part of a simulation as well. It was lovely meeting different people with new perspectives, it has expanded my lenses.” -Student from Ecuador   To close the event, guest speaker Rocío Rodríguez shared reflections from her experience working on global projects and collaborating with international teams. She underscored the importance of empathy and open-mindedness in developing successful intercultural relationships. In conclusion, as today’s students prepare to become tomorrow’s global leaders, initiatives like the APRU Open Dialogues keep playing a vital role in cultivating the intercultural awareness needed to thrive in a diverse world. By creating safe spaces for honest reflection and meaningful exchange, these open dialogues help break down barriers and build bridges across cultures.  

The Vice-Rectorate for Internationalization, through the Directorate of Transversal Models, and the Vice-Presidency for Inclusion, Social Impact and Sustainability, through the Center for the Recognition of Human Dignity of the Tecnológico de Monterrey, in collaboration with the consortium of Pacific Rim Universities (APRU), held the APRU Open Dialogues 3rd Cohort on October 23. The theme of this edition sought to generate a space in which students could become aware of and reflect on partner violence in the university context. More than 50 students from 4 universities (Tecnológico de Monterrey, Universidad San Francisco de Quito, University of Chile and UCASAL) and 24 moderators participated. In this edition, the team of moderators was not only made up of the academic team of the Tecnológico de Monterrey, but also included the participation of Alejandra Parra from the Universidad de San Francisco de Quito and Osvaldo Guzmán from the Universidad de Chile, who, thanks to their universities participation in previous cohorts, had the opportunity to be certified in the Dialogue Moderation of the Sustained Dialogue Institutes, offered by the Tecnológico de Monterrey. But why talk about partner violence in the university context? According to UN Women, various studies and research at a global level have revealed alarming statistics on gender violence. It is estimated that, worldwide, 736 million women – almost one in three – have been victims of physical or sexual violence by their partner, sexual violence outside the couple, or both, at least once in their lives. Although most studies on partner violence include only the female population, there are figures that indicate that both sexes may be susceptible to suffering it. Furthermore, we cannot forget that heteronormativity persists in society, making people in the LGBTIQA+ community more vulnerable due to external stress factors, such as discrimination and violence against this community. Knowing the impact at a global level is crucial to understand the magnitude of the problem and take measures to prevent it. Educational institutions play a very important role in the learning process about gender relations and how these relations are fundamental to the origin of violence. In addition, universities are spaces where we can reflect, make these realities visible and raise awareness among people who in the future will be able to formulate effective policies and programs to prevent violence. As part of the learning generated in the dialogue tables, the students who participated in the exercise recognized that “the session was a calm space, with freedom to talk about all the issues,” and that “listening to the experiences of other people can help us propose solutions to these problems,” stating that “we are contributing our grain of sand to generate change.” Finally, they invited the team to “generate more international spaces where we can learn to listen different perspectives and bring them to our own context to generate change.” At the end of the activity, Adriana Rojas, Senior Director of Programs at APRU, said “We thank all the people who participated in this exercise of international dialogue today. These spaces contribute not only to reflection on difficult issues, but also make us sensitive to international contexts.” For her part, Perla Salinas, Director of Training in Human Dignity at the Center for Recognition of Human Dignity at the Tecnológico de Monterrey, commented that “these spaces promote the recognition of all people and their diversity, and also help us imagine ways of inhabiting the world more peacefully, renewing hope in complex times.” These types of efforts not only provide students with opportunities to enrich their international experience but also allow them to understand the importance of connecting with people with different perspectives fostering safe and violence-free spaces. We look forward to having you at the APRU Open Dialogues 4th Cohort Author. Natalia Moreno Barbosa, Management and Engagement Leader, Center for the Recognition of Human Dignity at Tecnológico de Monterrey.

After successfully completing the APRU Open Dialogues Pilot in 2023, on May 10th, the APRU Open Dialogues 2nd cohort took place on the topic “What is the right to higher education?”. This topic was selected based on the 1948 Universal Declaration of Human Rights, which exposes the right to higher education as part of the fundamental right to education. Sixty-five undergraduate students (59% female, 39% male, and other 2%) from 10 universities, nine economies, and 18 nationalities participated in the open dialogue. The participating universities were the National University of Singapore, Osaka University, Tecnológico de Monterrey, The Chinese University of Hong Kong, The University of British Columbia, The University of Melbourne, Universidad San Francisco de Quito, the University of Alberta and Universidad Católica de Salta*. A team of experts and 14 moderators guided the dialogue exercise. Overall, the discussions highlighted the importance of global collaboration and advocacy in addressing educational inequalities and fostering inclusive higher education systems. Perla Salinas, Director of Human Dignity training at Tecnologico de Monterrey, started the conversation by declaring that Dialogue is not debating. In dialogue, people do not fight to win but to seek meeting points where ideas can be built. She added that the dialogue does not intend to change a point of view that does not want to be changed; its primary function is to find ways for people to talk about their ideas from their perspective and reach agreements where all parties are satisfied. She said “I invite you to listen to the person next to you, understand their story, find your voice, and speak out because everyone wants to listen to you.” In this online exercise, students had the chance to engage in candid conversations with peers from around the globe. Participants identified common challenges, such as economic hardship. However, they also learned about other barriers to accessing and remaining in college, such as distance, accessibility when having a disability, food insecurity, debt, and emotional burden, to name but a few. Mariana Echaniz, lecturer, and undergraduate program director of International Relations at Tecnologico de Monterrey, expressed: “This was a unique experience for everyone. After the dialogue, students were impressed with some of the stories they had heard.  Some had never realised how students from remote areas or war-torn countries struggle to access higher education. This was also an enriching experience for me as an instructor of the “Diversity in a Globalized World” class. We truly had the chance to be in a “global” environment exchanging ideas, views, and aspirations”.  In conclusion, some of the central learnings were: Economic barriers, cultural norms, and societal challenges affect access to education in various countries. Exchanging experiences with students from different backgrounds enriches understanding and empathy. Gender norms and societal expectations can also impact access to education, particularly for women. Refugee status and displacement present unique challenges in maintaining educational continuity. Encouraging awareness of available scholarships and advocating for inclusive policies are common solutions discussed. Recognizing the privilege of higher education and advocating for equitable access is a shared responsibility. David Huerta, Director of international experiences at Tecnológico de Monterrey concluded that nowadays, when many young people’s lives are affected by someone with sizable social media followers, we can use technology to connect students differently, through dialogue, is about moving beyond being “interesting” to becoming “interested” in the views, cultural perspectives, opinions, and life stories of students around the world… in a way, I want students to experience what Bob Burg once said: “Sometimes the most influential thing we can do is listen.”    The Asia Pacific Open Dialogues aims to develop a collaborative model for promoting open dialogues among the consortium universities in the Pacific Rim, to create empathy and awareness on current shared topics, and to develop responsible leadership skills. More information here: https://www.apru.org/programs/student-leadership/open-dialogues/ *Special guest non APRU University

Tecnológico de Monterrey in late-October successfully led the first program under the APRU Open Dialogues Pilot, circling in on the topic of gender-based violence prevention in learning environments. This comes shortly after UNESCO flagged that school violence is widespread, occurs in all countries, and affects many children and adolescents. Whilst data on sexual or gender-based violence in school is difficult to collect, global data shows that one in four young women has already experienced violence by an intimate partner by the time they turn 24. Forty undergraduate students (23 men and 17 women) from Tecnológico de Monterrey, Universidad San Francisco de Quito, University of Oregon, and Universidad de Chile participated in the first dialogue that allowed the students to share their points of view, perspectives, and ways to support their communities. The dialogue exercise was guided by a team of experts and fifteen moderators.                                        “Walking down the path of the mainstreaming gender perspective is opening the way to the true future. Celebrating, recognizing and working on diversity in co-responsibility as universities and giving our student communities the powerful tool of ‘dialogue’ is weaving threads of equality for the well-being of our societies.” said Alba Cázeres from the Center for the recognition of Human Dignity at Tecnológico de Monterrey. The APRU Open Dialogues Pilot aims to develop a collaborative model for promoting sustained dialogues among the consortium universities, to create empathy and awareness on current shared topics, as well as develop leadership skills. “Nowadays, bringing together students from different countries to learn from one another is not just technologically feasible and cost-effective, but necessary in terms of developing the very cultural sensitivity and intercultural communication skill sets that are highly needed in the global job market,” said David Huerta Harris, Director of International Transversal Models at Tecnológico de Monterrey. “Participants are invited to listen strongly enough to integrate other visions into their own, thus developing a broader understanding of the issues and challenges our societies face.”                                        The October pilot program was delivered in Spanish, with a first English-language program to be announced soon for 2024. On the list of expected outcomes are the creation of immediate and lasting impact on student communities; improved connection of students across borders; strengthened awareness of diversity and inclusion issues; and collection of insights to assess the pertinence of building a larger-scale Open Dialogues consortium program.