This study aims to examine the integration of the intercultural citizenship (IC) component into the training of pre-service English teachers in Kazakhstan, where the growing role of English as a global communication tool demands an educational approach that extends beyond language proficiency. This study focuses on how foreign language education can foster intercultural citizenship within Kazakhstan’s multicultural and multilingual context. Using a mixed-methods design, the research involved a pre- and post-test comparison between two groups of third-year university students: one exposed to an IC-focused curriculum and the other following a traditional language program. Data were collected through quantitative questionnaires assessing intercultural citizenship and qualitative open-ended responses. The study findings suggest that the integration of the IC component into foreign language education can enhance students’ intercultural awareness and motivation to engage in cross-cultural interaction. The findings offer practical insights for curriculum development and highlight the importance of preparing future educators for participation at both local and global levels.
Rudik et al. (Mon,) studied this question.