This study examines the impact of a university course designed to develop students' intercultural communication competencies through a structured film-based curriculum. In an increasingly interconnected world, intercultural communication skills are essential for fostering mutual understanding and effective collaboration across diverse cultural contexts. The course combined theoretical instruction with experiential learning, utilizing films such as Lost in Translation and Babel to illustrate complex cultural narratives, identity negotiations, and intercultural dynamics. A mixed-methods research design was employed, integrating quantitative pre- and post-course surveys with qualitative thematic analysis of students' reflective responses. Statistical analysis of survey data revealed significant improvements in key dimensions of intercultural competence, including cultural awareness, confidence in intercultural interactions, recognition of personal biases, communication adaptability, and openness to diverse perspectives. Qualitative findings further underscored enhanced empathy, critical self-reflection, and deeper cultural appreciation, demonstrating the transformative pedagogical potential of film-based education. These results suggest that strategically integrating films into intercultural communication curricula fosters both cognitive and affective learning by providing immersive, context-rich experiences. The findings offer valuable insights for educators seeking innovative, research-informed approaches to intercultural competence.
Norio WAKAYAMA (Thu,) studied this question.