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Perspectives of EFL Educators on Intercultural Competence and Policy Endorsement in Chinese International Senior Secondary Schools
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Abstract
This dissertation examines the perspectives of EFL teachers in Chinese international senior high schools on intercultural competence (IC) and policy support. EFL teachers’ views on their own and their students’ intercultural competence (IC) and the effectiveness of current instructional approaches are examined in the study. I conducted semi-structured interviews with four EFL students using a qualitative technique. The goal was to examine their experiences, challenges, and methods for teaching intercultural competency (IC) in a Chinese exam-focused education system. Intercultural competence (IC) helps kids adjust to unfamiliar environments, according to teachers. However, implementing these notions into instructional methods is difficult. Problems include limited policy support, resources, and a focus on language rather than intercultural competency. The study emphasizes the need for more comprehensive educational policy and teacher training to promote intercultural competence. The dissertation concludes that government and schools should prioritize intercultural competency (IC) education in EFL teaching. This would teach pupils how to navigate differ-ent cultures and circumstances.
Keywords
Intercultural Competence; EFL Education; Chinese International High Schools; Teacher Perspectives; Educational Policy
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How to cite this paper
Perspectives of EFL Educators on Intercultural Competence and Policy Endorsement in Chinese International Senior Secondary Schools
How to cite this paper: Zixuan Guo, Yuxuan Li. (2025). Perspectives of EFL Educators on Intercultural Competence and Policy Endorsement in Chinese International Senior Secondary Schools. The Educational Review, USA, 9(8), 738-741.
DOI: http://dx.doi.org/10.26855/er.2025.08.008
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