DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE IN EFL CLASSROOMS: A THEORETICAL AND PEDAGOGICAL FRAMEWORK FOR HIGHER EDUCATION
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In the context of globalization and internationalization of higher education, English language instruction increasingly requires the integration of intercultural communicative competence (ICC) alongside linguistic proficiency. This paper examines the theoretical foundations of ICC and explores pedagogical strategies for embedding intercultural learning within English as a Foreign Language (EFL) programs at the university level. Drawing upon Byram’s model of intercultural communicative competence, sociocultural theory, and communicative language teaching principles, the study critically analyzes current challenges in implementing ICC, including curricular constraints, teacher preparedness, and assessment limitations. The paper argues that ICC development must be systematically embedded within curriculum design, instructional methodology, and evaluation systems. Practical pedagogical models and assessment frameworks are proposed to support sustainable integration of intercultural competence in higher education.
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