As China increases its participation in global economic and cultural exchanges, vocational education institutions are increasingly faced with the challenge of aligning English language teaching with the objective of cultivating students’ Intercultural Communication Competence (ICC). Policy documents such as China's Education Modernization 2035 and the English Curriculum Standards for Higher Vocational Education Institutions (2021) reflect this ambition and highlight the importance of integrating ICC into language programs. However, significant gaps remain between these strategic objectives and the reality of program implementation. This article critically analyzes policy directives and theoretical perspectives on the integration of ICC into Vocational English language teaching. By examining national policy texts from the perspective of curriculum internationalization theory and the Integrated Model of Intercultural Communication Competence (IMICC), this study identifies key conceptual gaps and low attention to practical measures such as teacher development, teaching strategies, and curriculum coherence. It advocates for more sophisticated theoretical support and clearer educational pathways to support sustainable ICC integration. The discussion provides ideas for educators and policymakers who wish to rethink Vocational English language teaching based on global competence.
Liang et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: