ABSTRACT

Empowerment of the learner can lead to more self-directed, relevant learning, and lifelong development of intercultural competence. In an age that demands quick results and bullet-point solutions, international higher educators have a role to play in communicating that the development of intercultural competence is not only something that requires intentionality but also a process that cannot be reduced to a one-hour seminar or a booklet. Engagement beyond the classroom is essential in terms of developing intercultural competence through real-world interactions. The case studies all use various assessment methods to measure intercultural competence development. The intercultural competence required varies, depending on a complex context in which it is situated. It is necessary to customise the programme or course to the context and the needs of the students. While knowledge is an important part of developing intercultural competence, variables such as cultural humility, empathy and curiosity are vital.