Abstract
Student-generated videos as a new form of assessment aims to enhance students’ engagement in Higher Education (HE). Intercultural assessment also aspires to promote Education for Social Justice (ESJ) in the diverse student cohorts in today’s plurilingual HE. The current study explored 180 undergraduate students’ perceptions of the use of a combination of intercultural group assessment (IGA) and student-generated videos (SGV) which aimed to increase students’ intercultural competence and engagement. Students often complain about lecturers’ use of monotonous final written assignments which discriminate against certain students i.e., international, mature, multilingual, and low-achieving students. Findings indicated that IGA offered students an opportunity to develop their intercultural competence, negotiation, and teamwork skills. Moreover, many SGVs demonstrated high levels of creativity and critical thinking. The paper provides recommendations for the successful integration of videos with intercultural group assessment in Business Schools to promote ESJ and highlights implications for theory and practice.