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Journal articles on the topic 'Intercultural development'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

Namaste, Nina, Whitney Sherman, Annie Gibson, and Ezra Spira-Cohen. "Intercultural Professional Development for Educators: Applying Intercultural Learning to Enhance Effectiveness." Frontiers: The Interdisciplinary Journal of Study Abroad 36, no. 1 (2024): 280–311. http://dx.doi.org/10.36366/frontiers.v36i1.826.

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To examine the interaction between educators’ intercultural development and students’ intercultural growth, we studied the impact of CIEE’s Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students’ intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators’ perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U’s (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, o

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Rata, Georgeta. "Intercultural development through intercultural awareness and cultural briefing." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (2017): 61–67. http://dx.doi.org/10.18844/prosoc.v4i1.2053.

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Hammer, Mitchell R., Milton J. Bennett, and Richard Wiseman. "Measuring intercultural sensitivity: The intercultural development inventory." International Journal of Intercultural Relations 27, no. 4 (2003): 421–43. http://dx.doi.org/10.1016/s0147-1767(03)00032-4.

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Perkons, R., and N. Brown. "Intercultural Organisational Development." Systemic Practice and Action Research 23, no. 1 (2009): 47–71. http://dx.doi.org/10.1007/s11213-009-9141-0.

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Sias, Patricia M., Jolanta A. Drzewiecka, Mary Meares, et al. "Intercultural Friendship Development." Communication Reports 21, no. 1 (2008): 1–13. http://dx.doi.org/10.1080/08934210701643750.

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Ivenz, Petra, and Eva Reid. "Development of Students’ Intercultural Communicative Competence via Creating Their Own Cultures." Journal of Language and Cultural Education 10, no. 1 (2022): 61–69. http://dx.doi.org/10.2478/jolace-2022-0006.

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Abstract One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course Intercultural training in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called Aliens

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Mitchell, Lize-Mari. "Intercultural Competence: Higher Education Internationalisation at the Crossroads of Neoliberal, Cultural and Religious Social Imaginaries." Religions 14, no. 6 (2023): 801. http://dx.doi.org/10.3390/rel14060801.

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As the world is becoming more globalised, intercultural competence development within higher education is at a crossroads between the competing aims of neoliberal and cultural social imaginaries. On the one end, the global market demands graduates that are interculturally competent. Higher education is attempting to meet this demand with internationalisation endeavours, specifically virtual exchange programmes. There exists a widely held assumption that these programmes will lead to intercultural competence development. However, this article questions this assumption due to the neoliberal hege

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Xu, Weihan, and Mariano Thomas S. Ramirez. "Developing an Intercultural Teaching Competencies Training Program for Educators in Application-oriented Universities in Anhui Province, Chinariented Universities in Anhui Province, China." Contemporary Education and Teaching Research 5, no. 11 (2024): 405–12. https://doi.org/10.61360/bonicetr242017071105.

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The internalization of higher education in China has necessitated the development of intercultural competencies among educators. This study aimed to design a professional development program for application-oriented university educators in Anhui Province. Employing a mixed-methods approach, the study utilized both qualitative and quantitative research. Quantitative data was collected to analyze the demographic profile and intercultural teaching competencies of participants. Qualitative research was used to interpret and contextualize the quantitative findings. Based on these findings, the "Int

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J. Myers, Marie. "Intercultural Linguistic Competence Development." Journal of Foreign Language Teaching and Applied Linguistics 1, no. 1 (2014): 123–33. http://dx.doi.org/10.14706/jfltal141110.

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Dimitrijević, Bojana, Danijela Petrović, Blagica Zlatković, and Jelena Starčević. "Intercultural sensitivity of teachers in a culturally heterogeneous context in Serbia: Accepting cultural differences or overrating one's intercultural sensitivity?" Nastava i vaspitanje 73, no. 3 (2024): 283–300. https://doi.org/10.5937/nasvas2403283d.

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This paper looks at the intercultural sensitivity of teachers in a culturally heterogeneous context in Serbia, defined in accordance with Milton Bennett's Developmental Model of Intercultural Sensitivity. The main objective of this research was to determine the following: a) the average developmental orientation and perceived orientation scores of the teachers; b) the frequency of participants in different stages of developmental orientation; c) whether there are significant differences between the developmental and the perceived orientation of teachers; d) whether the gap between the perceive

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Holubnycha, Liudmyla, Ilona Kostikova, Natalia Soroka, Tetiana Shchokina, and Inna Golopych. "Intercultural Competence Development at Universities." Postmodern Openings 12, no. 1Sup1 (2021): 200–214. http://dx.doi.org/10.18662/po/12.1sup1/279.

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The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign

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Huang, Yuelu, Charlotte Rayner, and Lee Zhuang. "Does intercultural competence matter in intercultural business relationship development?" International Journal of Logistics Research and Applications 6, no. 4 (2003): 277–88. http://dx.doi.org/10.1080/13675560310001626963.

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Mehdaoui, Ahmed. "An Assessment of Undergraduate EFL Students’ Intercultural Competence at Ibn Khaldoun University of Tiaret." Arab World English Journal, no. 1 (January 20, 2023): 144–56. http://dx.doi.org/10.24093/awej/comm1.11.

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Today’s education places a strong emphasis on helping students become interculturally competent. Given its significance, the current study aims to evaluate the development of intercultural competence of undergraduate EFL students at the Ibn Khaldoun University of Tiaret. Because there are not many studies assessing or how to assess university EFL students’ intercultural competence in Algeria, it is necessary to research how much intercultural competence is incorporated into the current university English education program. Thus, the main question addressed is whether Algerian undergraduate EFL

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Segura Garcia, Maria Teresa, Nivine Alaoui Benabderrahman, and Agustín Salas Antolinez. "Mediación Sociosanitaria Intercultural." REVISTA ESPAÑOLA DE COMUNICACIÓN EN SALUD 14, no. 2 (2023): 85–91. http://dx.doi.org/10.20318/recs.2023.7705.

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La Comarca del Poniente es región receptora de población migrante con diversidad lingüística y sociocultural. Esta diversidad en el ámbito sanitario constituye una barrera de comunicación con los pacientes migrantes que determina peores resultados en salud y de equidad en la accesibilidad a la atención sanitaria. Proyecto de Mediación Sociosanitaria Intercultural (MSSI): Con el fin de garantizar una comunicación eficaz entre el paciente y el profesional, en el año 2020 se crea, en Hospital Universitario Poniente, el proyecto MSSI, cuyo objetivo es implantar un modelo de atención con perspectiv

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Petrushenko, Yu M., Т. А. Vasilyeva, H. О. Shvindina, Т. М. Mayboroda, and K. O. Zaichyk. "THE EUROPEAN UNION EXPERIENCE REGARDING THE EDUCATION POLICY FOR INTERCULTURAL CITY DEVELOPMENT." Vìsnik Sumsʹkogo deržavnogo unìversitetu, no. 1 (2019): 149–53. http://dx.doi.org/10.21272/1817-9215.2019.1-20.

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The article analyzes the trends of the European Union's education policy in the field of intercultural dialogue and intercultural development. The chronology of the intercultural education, the transformation of the terms interculturalism is presented, the main legislative acts of the Council of Europe, European conventions, UNESCO documents are analyzed. The basic principles of intercultural education, which form the basis for the development of appropriate education policies, are summarized. The paper proposes the next stage of the interculturalism evolution – the intercultural cities networ

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Savicki, Victor, Ingrid Adams, April Wilde, and Frauke Binder. "Intercultural Development: Topics and Sequences." Frontiers: The Interdisciplinary Journal of Study Abroad 15, no. 1 (2007): 111–26. http://dx.doi.org/10.36366/frontiers.v15i1.222.

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This article presents a study which tracked reports of cultural events and topics deemed salient by university student sojourners over their semester of study abroad in an attempt to discover not only which topics were identified, but also the sequence in which the sojourners found those topics salient. Evidence for sequences of topic salience has implications for the education and support of sojourners both prior to departure and during exposure to a new culture.

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CHITTAPPA, B., R. NISHA, and C. NICKHIL. "Development of improved intercultural hoe." INTERNATIONAL JOURNAL OF AGRICULTURAL ENGINEERING 9, no. 1 (2016): 118–20. http://dx.doi.org/10.15740/has/ijae/9.1/118-120.

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Tsinpaeva, F. S. "Intercultural Interactions and Economic Development." Herald of Dagestan State University 38, no. 1 (2023): 35–41. http://dx.doi.org/10.21779/2500-1930-2023-38-1-35-41.

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Kamali-Chirani, Fatemeh. "Intercultural Dialogue for Sustainable Development." Journal of Development Policy, Research & Practice (JoDPRP) 3, no. 1 (2019): 92–116. http://dx.doi.org/10.59926/jodprp.vol03/05.

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Climate change, new economic and social-cultural issues have changed peoples’ lives significantly, forcing states and civil societies to take action which is why sustainable solutions and development are attracting more attention. ‘Intercultural Dialogue’ has been applied in different fields to build peace, promote education skills and enhance mutual understanding. This study scrutinises why ‘Intercultural Dialogue’ should be used to achieve sustainable development and comments on its role in different areas, particularly focusing on the work of the Sustainable Development Policy Institute (SD

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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (

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Omar, Abdulfattah, and Iman El-Nabawi Abdel Wahed Shaalan. "Intercultural Competence in EFL Learning: Implications for Sustainable Development." World Journal of English Language 13, no. 8 (2023): 335. http://dx.doi.org/10.5430/wjel.v13n8p335.

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In today's globalized world, the development of intercultural competence is essential for the learners of English as a Foreign Language (EFL). This paper aims to investigate the significance of intercultural competence in relation to sustainable development and explore the challenges faced by EFL learners in acquiring this essential skill in the Egyptian and Saudi universities. The study is based on the premise that improving intercultural competence among EFL learners can significantly contribute to sustainable development. Intercultural competence fosters mutual understanding, tolerance, and

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Ngai, Phyllis Bo-yuen. "Discourse Analysis for Intercultural Competence Development." International Journal of Bias, Identity and Diversities in Education 6, no. 1 (2021): 17–30. http://dx.doi.org/10.4018/ijbide.2021010102.

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This article aims to explicate the connection between discourse analysis and interculturality in intercultural-communication education. Although communication researchers and students have been using discourse analysis as a method to investigate conversations in intercultural situations for decades, interculturality as a concept has been largely untapped in analysis and applications. Drawing from interdisciplinary insights, this article will discuss how the concept of interculturality and the lens of discourse analysis contribute to the study and teaching of intercultural communication. As exa

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Knap-Stefaniuk, Agnieszka, Ewa Agata Sowa-Behtane, Joan Sorribes, Josep Boyra, Caterina De Lucia, and Pasquale Pazienza. "The special role of education in the development of intercultural competences - comparative analysis of the results of interviews with students from different European countries." Multidisciplinary Journal of School Education 14, no. 1 (27) (2025): 79–101. https://doi.org/10.35765/mjse.2025.1427.04.

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Research objectives and problem(s): This article aims to describe the role of education in developing students’ intercultural competences. The research problem addresses the question: How do students perceive the importance of education (university studies) in shaping intercultural competences necessary for their future careers? Research methods: The research methods include a literature review and an analysis of data from individual in-depth interviews conducted with students from Poland, Italy, Portugal, and Spain. Process of argumentation: The article begins by outlining the theoretical bac

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Pastena, Andreana. "Intercultural Interactions and Transcultural Competence in the Internationalized Classroom: A Mixed-Method Case Study." Journal of Comparative & International Higher Education 17, no. 3 (2025): 51–57. https://doi.org/10.32674/wp5nj636.

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This study explores the relationship between intercultural interactions and the development of Transcultural Competence among first-year local and international undergraduates in a multi-dimensionally internationalized classroom at a university in Catalonia, Spain. Transcultural Competence accounts for cognitive, affective, linguistic, and identity dimensions within intercultural settings. It adopts a mixed-methods approach, including three Transcultural Competence questionnaires, a contact generator, and individual interviews. Findings reveal that while students initially self-reported high l

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Cortina, Regina, and Amanda K. Earl. "Advancing Professional Development for Teachers in Intercultural Education." Education Sciences 10, no. 12 (2020): 360. http://dx.doi.org/10.3390/educsci10120360.

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In Latin America, intercultural education aims to acknowledge the cultural, ethnic, and linguistic diversity of its citizens, and to advance the efforts to dismantle the oppression of such diversity, particularly that of Indigenous and Afro-descendant peoples. While discussions of intercultural education often reference such peoples as their target beneficiaries, too few studies addressing the professional development of teachers recognize the importance of Indigenous scholarship, pedagogies and methodologies themselves as resources for the advancement of the theory and practice of intercultur

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Vasylenko, Olena. "INTERCULTURAL COMPETENCE: CONCEPTS, STRUCTURE, PRINCIPLES AND METHODS OF DEVELOPMENT." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 22, no. 2 (2022): 59–67. http://dx.doi.org/10.35387/od.2(22).2022.59-67.

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The article deals with the issues of intercultural competence: concepts, structure, principles and methods of development. It reveals the definition of the concept of intercultural communication and reviews international approaches to defining multicultural competence and its components in modern pedagogy. The intercultural communication competence is considered as the ability to communicate effectively and appropriately in various cultural contexts that has numerous components that include motivation, self- and other knowledge, and tolerance for uncertainty. It is noted that effective intercu

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Sándorová, Zuzana. "Developing Intercultural Competence at Slovak Secondary Schools." Journal of Intercultural Communication 21, no. 3 (2022): 1–13. http://dx.doi.org/10.36923/jicc.v21i3.17.

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The importance of developing intercultural competence as one of the key competences in today’s rapidly changing and multicultural society has been spoken of often. The requirement of preparing interculturally competent communicators has therefore become one of the goals of today’s foreign language education. The aim of the present paper is to shed light on the practice of fostering intercultural skills in teaching English as a foreign language at Slovak secondary schools. The findings of the research, including observations of lessons, interviews with teachers, as well as analysis of teaching

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Abid, Nadia, Asma Moalla, and Iraj Omidvar. "The Use of a Blog for the Development of Intercultural Communicative Competence: the case of Tunisian and American Students." SHS Web of Conferences 88 (2020): 02011. http://dx.doi.org/10.1051/shsconf/20208802011.

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This paper is a report on a three-month telecollaboration between two groups of students studying in ISEAH of Sbeitla in Tunisia and SPSU, Atlanta, GA, in the USA. By bringing together students from two culturally and linguistically different environments, the telecollaboration aims at helping them communicate interculturally and raise their intercultural awareness and understanding. By means of a blog, students exchanged, discussed, and compared information about their cultures in the form of stories of which they are the main characters. The telecollaboration was evaluated by means of a ques

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Catarci, Marco. "Intercultural Education and Sustainable Development. A Crucial Nexus for Contribution to the 2030 Agenda for Sustainable Development." Social Sciences 10, no. 1 (2021): 24. http://dx.doi.org/10.3390/socsci10010024.

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Over the last few years, research in the educational field has conducted specific and broad analysis of intercultural education, with a solid theoretical basis and an advanced body of empirical research. However, the link between an intercultural approach and the theme of sustainable development, which has recently become an important aspect of international educational policies, remains less explored. The publication of the 2030 Agenda for Sustainable Development and the definition of the goals for the millennium has made it necessary to deepen this link. The article aims to expand on the con

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Mas'udah, Durrotul. "THE USE OF SOCIAL MEDIA IN INTERCULTURAL FRIENDSHIP DEVELOPMENT." Profetik: Jurnal Komunikasi 10, no. 1 (2017): 5. http://dx.doi.org/10.14421/pjk.v10i1.1218.

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ABSTRACT. Studying in a foreign country provides an opportunity for students from diverse cultural backgrounds to develop an intercultural friendship between each other. In today’s increasingly digitalized society, the use of social media cannot be detached from any communication context, including intercultural communication. Previous studies have examined the use of social media in various settings of intercultural communication. This study aims to examine the use of social media in intercultural friendship development among foreign students in Kocaeli University, Turkey. Applying qualitativ

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Sierra-Huedo, Maria Luisa, and Almudena Nevado-Llopis. "Promoting the Development of Intercultural Competence in Higher Education Through Intercultural Learning Interventions." Revista Electrónica Educare 26, no. 2 (2022): 1–21. http://dx.doi.org/10.15359/ree.26-2.28.

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Introduction. This article analyses the impact of an intercultural learning intervention in a Spanish university post-European Higher Education Area implementation. Objective. Our research’s main objective consisted of measuring the development of intercultural competence in the first cohort of a Translation and Intercultural Communication bachelor’s degree in a Spanish university, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology. A mixed methodology was implemented, in which the Intercultural Development Inventory (IDI) was us

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Suharni, Suharni, Siti Bahirah Saidi, and Nur Hafezah Hussein. "INTERCULTURAL COMPETENCE DEVELOPMENT OF EFL TEACHERS IN INDONESIA." International Journal of Education, Psychology and Counseling 9, no. 54 (2024): 60–69. http://dx.doi.org/10.35631/ijepc.954004.

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This paper explores EFL teachers’ perception of intercultural competence in Indonesian higher education institutions. It also provides some recommendations for teaching intercultural competence. The participants are 10 teachers who were purposively selected from different higher education institutions. The instrument for data collection was semi-structured interviews. The findings reveal that it is important to develop professional teachers’ intercultural competence. Teacher as participants found intercultural competence as a way of accepting cultural differences and respecting other cultures.

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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.

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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little

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Orazovna, Orazova Firyuza. "Development Of Intercultural and Regional Studies Orientation Of The Integrative Approach." Current Research Journal of Pedagogics 6, no. 6 (2025): 28–31. https://doi.org/10.37547/pedagogics-crjp-06-06-07.

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The development of intercultural and regional studies orientation within the integrative approach has emerged as a critical dimension in contemporary higher education and professional training. This article examines the theoretical foundations, methodological procedures, empirical outcomes, and interpretative discussion surrounding efforts to cultivate learners’ competencies for cross‐cultural understanding and regionally grounded knowledge. Drawing upon established models of intercultural communicative competence and integrative pedagogy, a mixed‐methods study was conducted involving curricul

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Krishnan, Lata A., and Lan Jin. "Long-Term Impact of Study Abroad on Intercultural Development." Perspectives of the ASHA Special Interest Groups 7, no. 2 (2022): 560–73. http://dx.doi.org/10.1044/2021_persp-21-00128.

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Purpose: The number of U.S. students who study abroad (SA) has increased significantly over the past 3 decades, and participant intercultural competence (ICC) has been shown to increase after studying abroad. However, few studies have evaluated whether these intercultural gains are maintained over the long term. The purpose of this study was to assess the long-term impact of SA on intercultural development and identify factors that may have impacted continued intercultural growth over time. Method: Thirty-four students who had studied abroad in programs led by the first author participated in

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LIUDMILA, A. S., L. V. KUVAEVA, and E. YU LIPILINA. "CRITERIA AND INDICATORS FOR ASSESSING THE DEVELOPMENT OF INTERCULTURAL COMPETENCE OF UNIVERSITY STUDENTS." MANAGING SUSTAINABLE DEVELOPMENT, no. 3 (2024): 100–104. https://doi.org/10.55421/2499992x_2024_3_100.

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The purpose of the article is to identify and characterize the criteria and indicators of the development of intercultural competence among university students. Pedagogical concepts for the formation of intercultural competence of students regarding their cross-cultural interactions are presented. An analysis of the requirements of the new generation of Federal State Educational Standards in the formation of these competencies in the higher education system has been carried out, which actualizes the problem under consideration. The thesis is substantiated that the development of intercultural

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Bećirović, Senad, Belma Delić, and Amna Brdarević-Čeljo. "EXAMINING INTERCULTURAL COMPETENCIES AMONG BOSNIAN HIGH SCHOOL STUDENTS." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 3 (2019): 27–44. http://dx.doi.org/10.29302/jolie.2019.12.3.2.

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A period of globalisation and the interconnectedness of people across the world has increased the demand for greater intercultural competences among young people in particular. Being interculturally competent entails modifying behaviour in culturally appropriate ways when establishing contact with diverse cultures. The development of this competence is a long and never-ending process that which is influenced by a variety of factors, some of the most important being school policies, surroundings, individual work, personal needs and curiosity. The purpose of the current study was to investigate

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Syring, Marcus, Teresa Tillmann, Nicole Sacher, Sabine Weiß, and Ewald Kiel. "Demands and tasks of intercultural school development: Group discussions with experts about intercultural school development." Improving Schools 21, no. 1 (2017): 84–101. http://dx.doi.org/10.1177/1365480217708897.

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The present study is aimed at identifying demands and tasks that are considered important by experts in the field of interculturalism for the successful development of schools. Although different theoretical models about intercultural school development, incorporating various conditions and dimensions, have already been suggested, gaps in research on the specific content of various administrative levels of school as an educational institution can still be identified. In order to fill those gaps, we conducted group discussions with small groups of experts in the field of interculturalism. Exper

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Ayana, Desta, and Lies Sercu. "Ethiopian University Students’, Lecturers’ and Administrators’ Perceptions of Interculturally Competent Persons." African Journal of Education and Practice 9, no. 1 (2023): 38–50. http://dx.doi.org/10.47604/ajep.1884.

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Purpose: This study’s aim was to investigate Ethiopian university students’, lecturers’, and administrators’ perceptions of the dispositions (savoir-être) of interculturally competent persons. Methodology: Building on seminal models of intercultural competence, a survey instrument was created to inquire into the three stakeholder groups’ perceptions. The survey was completed by 638 participants. Findings: The paper highlights similarities and differences between students, lecturers, and administrators. The findings also show that African and western characteristics associated with

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Verhun, Larysa, and Natalia Batryn. "DEVELOPMENT OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN BUSINESS ENGLISH CLASSES." Педагогічні науки: теорія, історія, інноваційні технології 8-9, no. 132-133 (2023): 084–95. http://dx.doi.org/10.24139/2312-5993/2023.08-09/084-095.

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To successfully function in international business environments, students should be equipped with knowledge and skills of how to efficiently cooperate with representatives of other cultures. The present study aims to address the development of intercultural communicative competence in foreign language classes. The authors assert that the definition of «intercultural communicative competence» requires a more standard approach. This research is relevant since the literature review revealed a need for more research to explain the ways of developing intercultural communicative competence in Busine

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Ichikawa, Asuka, and Sarang Kim. "Critical Considerations for Intercultural Sensitivity Development: Transnational Perspectives." Education Sciences 15, no. 4 (2025): 515. https://doi.org/10.3390/educsci15040515.

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Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural and social systems—remains underexplored. This gap is important to address given the interconnected nature of our global society, where individuals frequently move across borders. To address this issue, this conceptual paper critically examines the und

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Voronova, Yelizaveta, Tatiana Gerasymchuk, and Olga Gubareva. "Intercultural communication and the development of language personality." InterConf, no. 30(143) (February 19, 2023): 132–39. http://dx.doi.org/10.51582/interconf.19-20.02.2023.016.

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The article emphasises that intercultural communication is currently becoming the subject of interest of philosophers and pedagogues, psychologists, lingua didactists and methodologist. The approaches to the problem of the formation and development of intercultural communication are shown. The article shows that Intercultural communication occurs when communication partners realize the fact of each other's "foreignness”.

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Fitriyah, Ulil, Utami Widiati, Yazid Basthomi, and Anik Nunuk Wulyani. "From International Experience to Intercultural Competence: Indonesian EFL Teachers' Reflection." JEELS (Journal of English Education and Linguistics Studies) 11, no. 1 (2024): 377–403. http://dx.doi.org/10.30762/jeels.v11i1.2679.

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Current developments in English Language Teaching (ELT) have heightened the urgent need for intercultural competence as another essential skill in contemporary language education. Today’s EFL teachers are required to possess intercultural competencies to effectively assist students in raising their intercultural awareness. This study aims to examine teachers’ international experiences regarding the development of their intercultural competence, utilizing the developmental model of intercultural sensitivity (DMIS) proposed by Bennett (1986, 2017) as the framework. Through the application of a m

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Troinikova, E. V., and L. I. Khasanova. "DEVELOPMENT OF INFORMATION AND COGNITIVE STRATEGIES TO OVERCOME INTERCULTURAL DIFFICULTIES AT STUDENTS OF A LANGUAGE UNIVERSITY." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 4 (2020): 455–62. http://dx.doi.org/10.35634/2412-9550-2020-30-4-455-462.

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The article is devoted to the consideration of some issues of intercultural language education related to the formation of strategies for working with cultural information, personal mastery of ways to overcome intercultural difficulties by integrating the ideas of existing approaches of a general didactic and intercultural orientation, as well as taking into account global information challenges. The obligatory component of intercultural interaction is intercultural difficulties, which create certain obstacles to achieving intercultural dialogue. The article describes the types of intercultura

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Bortnikova, Tatyana G., and Marina I. Dolzhenkova. "Students skills development for conducting a productive intercultural communication." Tambov University Review. Series: Humanities, no. 4 (2022): 969–77. http://dx.doi.org/10.20310/1810-0201-2022-27-4-969-977.

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The problem of formation of students' intercultural communication skills is investigated. The factors that negatively affect the process of intercultural communication are determined, and algorithms for building productive intercultural communication of students are derived. The importance of the formation of students' skills of intercultural interaction through the development of cultural analysis of the communication situation and the development of strategies for conducting a dialogue of cultures is substantiated. The terms “hindrances” and “barriers” of intercultural communication are cons

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EL KEMMA, Abderrazak. "Investigating The Effect of Attitudes on Learners’ Intercultural Awareness Development." International Journal of Language and Literary Studies 5, no. 2 (2023): 236–54. http://dx.doi.org/10.36892/ijlls.v5i2.1297.

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This article aims at investigating intercultural awareness development among Moroccan high school learners. It focuses on the central role of the ‘attitudes’ component in helping learners get involved in successful intercultural encounters. The study adopts Byram’s (1997) intercultural communicative competence (ICC) as an influential model that has brought intercultural education to the forefront of the teaching-learning process. Research reveals that the concept of the native speaker as an ideal is no more valid. Instead, targeting intercultural speakers who can interact with the other with n

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Qi, Jin. "A Prisma-Guided Systematic Review of ICC Development for English Majors in China: Trends, Gaps, and Recommendations for a Specialized Training Program." Higher Education Studies 15, no. 2 (2025): 235. https://doi.org/10.5539/hes.v15n2p235.

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This PRISMA-guided systematic review explores the development of intercultural communication competence (ICC) in English majors in Jingdezhen, China, for sectors such as tourism, cultural marketing, and ceramic translation. The study adopts the methodology of a systematic literature review, analyzing 22 papers between 2014 and 2024. The review finds students&#39; fundamental ICC, including cultural awareness, communication skills, language skills, and practical experience. It also finds lags in digital literacy, intercultural responsibility, and global citizenship, which are increasingly a

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Nikiforova, Marina, and Irina Skvortsova. "Intercultural competence and intercultural communication in the context of education for sustainable development." E3S Web of Conferences 296 (2021): 08026. http://dx.doi.org/10.1051/e3sconf/202129608026.

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The paper discusses the essence of intercultural competence in the light of transition to education for sustainable development. The authors provide critical review of the concept of intercultural competence and its components. The interrelation of intercultural and linguistic competences in higher education has been reevaluated. Special attention has been given to Intercultural Communication as an academic discipline. The authors stress the importance of developing intercultural competence as an integral part of University education.

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Deveci, Tanju, Glenda Elgamal, David Dalton, and Donald John Langille. "The development of Emirati university students' intercultural sensitivity." Learning and Teaching in Higher Education: Gulf Perspectives 18, no. 1 (2021): 62–73. http://dx.doi.org/10.1108/lthe-09-2021-0087.

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PurposeThis study investigated the effects of an intercultural communication (IC) course on Emirati university students' intercultural sensitivity (IS).Design/methodology/approachThe participants were 89 Emirati students. The course required student involvement in a variety of tasks and activities, both inside and outside the classroom. The development of the students' IS was tracked using two instruments: the Intercultural Sensitivity Scale (ISS) and a reflective writing task.FindingsThe difference between the students' overall pre-test and post-test scores was at a statistically significant

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Mendleson, Jack L., Allen L. Bures, Donald L. Champion, and J. Kendall Lott. "Preliminary Development of the Intercultural Tolerance Scale." Psychological Reports 80, no. 3 (1997): 867–76. http://dx.doi.org/10.2466/pr0.1997.80.3.867.

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This article addresses intercultural tolerance, the need to measure that construct, and the development of a new diagnostic inventory, the Intercultural Tolerance Scale. Issues discussed include background, development, and preliminary test reliabilities and validities.

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