In examining the contextual factors that shape cross-cultural competence in Moroccan EFL settings, the role of institutional structures and national policy frameworks is paramount. Morocco’s higher education system increasingly emphasizes English as a vehicle for globalization, yet the pedagogical infrastructure often emphasizes traditional, exam-driven instruction, grammar, drills, and rote learning rather than intercultural dimensions of language learning. In addition, the context in which cultural competencies are intend to be taught are not fully effective. Many factors hinder the promotion of this skill due to insufficiency or irrelevance. This study aims to endeavour the role some of the context-related factors that intervene both positively and negatively in the promotion of this skill. It employed an exploratory sequential research design by collecting and analysing qualitative data from 11 university professors. Based on the results, various items were generated and presented to 63 other university teachers in form of a short survey. Qualitative data was approached using content analysis and Max Weber’s Qualitative Data Analysis software (MAXQDA); while descriptive statistics was chosen to analyse quantitative data using Statistical Package for Social Sciences (SPSS). The analysis revealed important findings about the positive influence of factors such as cultural immersion and experiences, cultural background, and multiculturalism in the classroom. Other factors including the teaching materials and recourses, class size, and classroom management are perceived as limiting constraints. The study proposed a number of practical interventions for curriculum designers and policy-makers to develop cross-cultural skills of Moroccan EFL students and to prepare them to thrive strongly in the present globalized and rapidly changing world.
Lahcen Ousiali (Thu,) studied this question.