Exploring Arabic culture through literature: collaborative learning and intercultural competence in the LearnCuID initiative

Purpose This study aims to explore how the LearnCuID initiative enhances intercultural competence through the study of Arabic literature. By engaging with classical poetry, folklore and contemporary novels, participants develop a deeper cultural understanding and refine their critical thinking skills. The research highlights the role of collaborative learning, thematic investigations and mentorship in fostering intercultural appreciation. Design/methodology/approach The study employs a qualitative approach, analyzing the experiences of four study groups within the LearnCuID initiative. These groups, composed of young European participants without knowledge of Arabic, engaged in collaborative discussions, guided mentorship and thematic exploration of Arabic literature. Data collection methods included observation of group interactions, interviews with participants and analysis of their final learning outputs. Findings Findings reveal that collaborative learning enhances intercultural competence by promoting active peer engagement and shared interpretations of Arabic cultural themes. Thematic explorations of literature fostered critical reflection and cultural discovery, with participants drawing meaningful connections between Arabic traditions and their own cultural contexts. The availability of resources played a crucial role in deepening understanding, while mentorship facilitated critical analysis. Challenges, such as limited translations in participants’ native languages, were mitigated through innovative problem-solving, including private library networks and participant-led translations. Originality/value This study contributes to intercultural education research by demonstrating how literature can serve as a transformative tool for fostering cross-cultural understanding. The LearnCuID initiative’s integration of collaborative learning, mentorship and curated resources presents a novel approach and the findings underscore the importance of resources, guided inquiry and collaborative frameworks in developing meaningful intercultural learning experiences.