Intercultural Competence and Inclusive Practices in EFL Higher Education

Intercultural competence refers to the ability to communicate effectively and appropriately with individuals from diverse backgrounds. In an increasingly globalized world, this competence has become essential in an English as a Foreign Language (EFL) context, where learners are expected to engage in intercultural communication settings. This study highlights the importance of integrating intercultural perspectives into English language education. Foreign language teachers can help students understand cultural diversity better by using a transcultural approach. This approach encourages students to be more flexible, ethno-relative, and aware of cultural differences. In course design, the integration of ICC skills promotes inclusive learning environments, shifting the focus from language accuracy to evaluating students' ability to analyze and integrate cross-cultural understandings. Hence, our work emphasizes the importance of cultural values, communication styles, and social identity and attempts to improve EFL learning outcomes. Our research is conducted at Ibn Khaldoun University of Tiaret with a sample of ninety Master's students (Linguistics specialty) and adopts a mixed-methods approach using an online questionnaire with reflective written responses and qualitative analysis of selected learner discourse. The findings revealed that many participants unintentionally use ethnocentric expressions, which can raise sensitivity and prejudice in the classroom. Qualitative insights further show that such expressions often emerge from limited intercultural awareness rather than deliberate exclusionary intent. By integrating intercultural communication assessment into EFL teaching, teachers can empower students to use language not only as a means for interaction, but also as a medium for cultural exchange, identity expression, and mutual understanding. Therefore, this investigation provides transferable pedagogical implications for EFL contexts beyond the local setting; further, it contributes to ongoing international discussions on intercultural education.