ENHANCING INTERCULTURALITY IN EFL UNIVERSITY EDUCATION: EXAMINING PEDAGOGICAL PRACTICES AND LEARNER ENGAGEMENT

Intercultural Communicative Competence has become indispensable for university students in todays increasingly globalized world. Beyondmere language proficiency, ICC encompasses the ability to communicate and collaborate effectively across cultural boundaries. This study is an empirical attempt to assess Moroccan EFL university students ICC and to systematically investigate the factors that facilitate and constrain its development. The study employs a quantitative approach combined with a cross-sectional design, using surveys asa primary data collection tool. The sample comprises students and teachers from five Moroccan universities, with varying participation rates across groups. Specifically, 372 BA (S6) and MA students completed 353 students responded to the SVICCFS and 63 university professors completed the TPICCFS. The results indicated that various factors intervene to enhance ICC skills, such as language proficiency, exchange programs, cultural knowledge, the teachers professional character and roles, and pedagogical methodologies. However, factors such as teacher preparedness is viewed as a limiting constraint according to teachers and students. The study summarizes a number of implications for students, educators, and curriculum designers. It also proposes valuable recommendations to strengthen ICC among Moroccan EFL university students and to help them thrive in the national and global job market.