ABSTRACT
Intercultural competence (IC) is essential for students and educators in higher education, preparing them to navigate and succeed in diverse, globalized environments. As one of the 16 essential learning outcomes recognized by The American Association of Colleges and Universities (AAC&U), IC is critical for fostering inclusive, culturally responsive academic settings, and global citizens. However, despite its significance, many higher education institutions lack structured frameworks to systematically embed IC into curricula, faculty development, and student engagement, resulting in inconsistent implementation.
This article promotes two conceptual frameworks—foundational and advanced—adapted from Hamilton (2023) to operationalize IC across academic environments. The foundational framework focuses on early-stage development, addressing teacher perceptions, cultural awareness, communication strategies, and classroom dynamics, aligning with AAC&U’s intercultural knowledge outcomes. The advanced framework expands on this foundation, emphasizing intercultural sensitivity, advanced communication, personal and professional growth, and leadership, fostering inclusive learning environments.
Grounded in Bloom’s taxonomy and aligned with UNESCO’s Global Citizenship Education goals, these frameworks facilitate practical strategies for curriculum design, faculty development, and student engagement. By integrating these concepts, institutions can bridge the gap between theory and practice, fostering equitable, globally minded campuses that prepare students for ethical, effective engagement in multicultural contexts.
Keywords: intercultural competence, higher education, global citizenship, AAC&U, UNESCO, curriculum design, faculty development, student engagement