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Intercultural communicative competence (ICC) is an increasingly critical construct in English as a Foreign Language (EFL) education and global professional contexts, particularly amidst rapid globalization and digital transformation. This article systematically reviews prominent ICC frameworks, concurrently addressing the inherent challenges of integrating ICC within EFL curricula in non-English-speaking environments, with a specific focus on China. Furthermore, it investigates the impact of emerging technologies, such as advanced language learning tools, on fostering intercultural learning and interaction. Drawing upon established models, including those proposed by Byram and Deardorff, this study proposes a novel hybrid ICC model that integrates cultural adaptability, digital literacy, and multilingual identity, extending these traditional frameworks to address modern intercultural communication needs. The empirical validity of the proposed model is substantiated by its robust global fit statistics, including Chi-Square (Formula: see text) and Root Mean Square Error of Approximation (RMSEA). A brief analysis of local fit (residuals) further corroborates the model’s structural integrity and explanatory power. The interpreted model is an extension of the originally specified frameworks, aiming to meet the demands of contemporary intercultural communication. The paper concludes by offering actionable recommendations for educators and institutions committed to enhancing ICC development within digitally mediated and culturally diverse learning ecosystems.
Xu et al. (Wed,) studied this question.
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