Enhancing multi-layered intercultural competence through a global virtual hackathon

Purpose This study aims to examine how a global virtual hackathon, conceptualized as a hybrid pedagogical intervention, supports the development of multi-layered intercultural competence in business education. It focuses on how students engage across national, linguistic and disciplinary differences within global virtual teams. Design/methodology/approach A qualitative study was conducted using pre- and post-hackathon reflections from undergraduate students in the UK and South Africa. Data were analyzed inductively using qualitative content analysis, with Deardorff’s Process Model of Intercultural Competence informing interpretation. Lecturer reflections complemented student-reported experiences, providing an additional perspective on how collaboration unfolded during the hackathon. Findings Findings indicate that participation in the hackathon supported the development of multi-layered intercultural competence. Students demonstrated increased adaptability, communication awareness, and the ability to collaborate across national, linguistic and disciplinary boundaries. Challenges related to team composition, communication, time constraints and virtual coordination were identified but served as learning opportunities that enhanced collaborative problem-solving. Practical implications The study highlights the importance of structured preparation, facilitated interaction and reflective activities in designing effective global virtual learning environments. It provides actionable insights for educators seeking to integrate experiential and multi-layered intercultural competence learning into business education. Originality/value The study contributes to business education literature by conceptualizing global virtual hackathons as hybrid experiential learning environments and by extending intercultural competence frameworks to account for linguistic and disciplinary dimensions alongside national cultural differences.