Identifying Intercultural Competencies Among Faculty Members: A Metasynthesis Study

Identifying Intercultural Competencies Among Faculty Members: A Metasynthesis Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Identifying Intercultural Competencies Among Faculty Members: A Metasynthesis Study Ladan Hajianvari, Abbas Ramezani, Fatemeh Bakhtiari This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5443797/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The aim of the current research was to identify the components of intercultural competencies among academic staff members. This study employed a qualitative approach using the meta synthesis, following the seven-step process outlined by Sandelowski and Barroso. Initially, valid articles published between 2010 and 2024 were extracted. After preliminary reviews, 31 articles were selected for more in-depth analysis, and components related to the intercultural competencies of faculty members were identified through open, axial, and selective coding methods. The study identified intercultural competencies across three main themes: Knowledge (including cultural knowledge, self-awareness, and the development of linguistic and metalinguistic knowledge), Mindset (encompassing attitude), and Skill (comprising self-management, effective communication, conflict management, and personal characteristics). In total, 47 components were identified and presented. Faculty members with intercultural competence are better equipped to prepare students for growth in diverse environments, ultimately fostering social cohesion and enhancing cultural understanding. Humanities/Cultural and media studies Social science/Education Social science/Psychology Social science/Science technology and society Intercultural Competence Knowledge Mindset Skill Meta Synthesis Figures Figure 1 Figure 2 Figure 3 Introduction This research focuses on the growing importance of intercultural competencies among academic staff members in today’s academic environment, which is increasingly influenced by globalization and cultural diversity. As higher education institutions evolve into diverse environments, they become melting pots where effective communication and collaboration across cultures are essential (Guillén-Yparrea & Ramírez-Montoya, 2023 ). This necessitates a comprehensive understanding of intercultural competence, which encompasses a wide range of skills, attitudes, and knowledge that enable individuals to engage meaningfully with peers from various backgrounds (Ma & Lucietto, 2024 ). Despite the recognized importance of intercultural competence, there remains a significant gap in understanding its specific components within academic settings. This gap underscores the need for research that not only identifies these components but also explores how they can be effectively integrated into faculty development programs. The study aims to address this need by investigating the nuances of intercultural competencies, thereby contributing to the broader discourse on educational innovation and inclusivity in higher education. In summary, the research is situated within a context where globalization is reshaping higher education, prompting institutions to adapt their curricula and teaching methodologies to better prepare faculty and students for a culturally diverse world. This adaptation is critical for fostering an educational environment that values diversity and promotes effective intercultural interactions. The current era is characterized by rapid and continuous changes and developments that have profoundly impacted individuals as well as various organizations and institutions (Javaid et al., 2024 ; Musaigwa, 2020). Consequently, organizations face numerous challenges, including advancements in communication and information technology, heightened competition due to globalization, the importance of a strategic management perspective, the demand for transparency, the emergence of sustainability, and the increasing significance of human resource management (Agustian et al., 2023 ). Addressing these global challenges not only necessitates the formation of new organizational structures but also requires members of the organization to develop new competencies and actively work to enhance these skills (Kollmann & Dobrovič, 2022 ). Among these competencies, intercultural competence is considered one of the most important due to today's diverse environments and the need for international cooperation (OECD, 2005 ). Globalization has led to the presence of individuals from diverse cultures and nationalities in higher education institutions, companies, and businesses (Scott, 2000 ). This diversity can create challenges in communication and adaptation among people (Vladeva, 2022 ). Misunderstandings arising from cultural differences may result in conflicts (Mishra et al., 2023 ), which can have serious and potentially irreparable consequences for both individuals and organizations. To prevent and resolve such conflicts, it is essential to set aside ethnic and racist sentiments (Dai & Chen, 2022 ) and foster open attitudes (Hinner, 2017 ). Dialogue, cooperation, positive thinking, effective communication, and mutual understanding are key factors in resolving conflicts in these environments (Singh, 2020 ). The inability to adapt to different cultures can have a detrimental psychological impact on students, potentially resulting in academic challenges or social maladjustment (Gebregergis et al., 2020 ). These negative effects are exacerbated, particularly when university professors lack the necessary knowledge and skills to effectively engage with diverse cultures (Yassin et al., 2020 ). Intercultural communication depends on intercultural competence, awareness, attitudes, and insights from diverse cultures (Cong-Lem, 2025 ; Soto et al., 2015 ). Intercultural competencies encompass skills such as cultural sensitivity (Said, 2024 ), empathy (Ramstrand et al., 2024 ), critical thinking (Braslauskas, 2021 ), and effective communication (Sabet & Chapman, 2023 ). These skills are crucial for conflict management across various settings, including academic environments (Said, 2024 ). Given the identified gaps in understanding intercultural competencies within academic settings, it is crucial to explore the specific components that contribute to effective intercultural engagement among academic staff. The existing body of literature emphasizes the critical role of intercultural competence in enabling effective interactions across cultural boundaries (Abdulfattah, 2024 ; Bultseva & Lebedeva, 2021 ). Prominent theoretical frameworks identify three essential dimensions of intercultural competence: cognitive understanding, emotional sensitivity, and behavioral adaptability (Deardorff, 2006 ; 2009 ; 2012 ; Hamilton et al., 1998; Matveev & Merz, 2014 ; Leung et al., 2014 ; UNESCO, 2013 ). Despite this recognition, there remain significant gaps in our understanding of how these components interact and contribute to effective teaching practices within diverse educational environments. While various models delineate different aspects of intercultural competence, many do not succeed in integrating these components into a cohesive framework that includes the affective dimensions crucial for effective communication. The theoretical underpinnings of intercultural competence include uncertainty reduction theory, which aims to minimize misunderstandings among individuals from diverse cultural backgrounds (Matveev, 2017 ). Additionally, frameworks such as Deardorff’s model (2009) outline key components that enhance cross-cultural communication capabilities. Despite the existence of multiple models categorizing intercultural competence—including individualistic models focusing on personal traits, causal models examining interrelations among components, and systemic models assessing levels of competence—significant gaps persist in addressing the affective dimensions necessary for effective intercultural interactions. To address these deficiencies, this research employs a meta-synthesis approach to systematically identify and categorize the components of intercultural competencies among academic staff. By analyzing qualitative data from existing literature, this study aims to develop a comprehensive framework that not only enhances theoretical understanding but also provides practical insights for faculty development programs. In doing so, it seeks to make a meaningful contribution to the discourse surrounding intercultural education and faculty development. To address these gaps, the study employs a meta-synthesis approach to systematically identify and categorize the components of intercultural competence. This approach will provide a more comprehensive framework that integrates various dimensions of intercultural competence beyond what current models offer. The research seeks to uncover the interconnectedness of these components and how they can be effectively utilized in academic settings to enhance faculty development and improve interactions in culturally diverse classrooms. Ultimately, the study aims to fill the existing knowledge gap regarding intercultural competence in academia, offering valuable insights that can inform teaching practices and contribute to a more inclusive educational environment. By doing so, it aspires to advance the understanding of how faculty members can better navigate cultural complexities and foster meaningful engagement among students from diverse backgrounds. This paper is organized as follows: it begins with a review of the relevant literature on intercultural competencies, followed by a comprehensive methodology section that details the meta synthesis process. The findings will be presented in terms of the identified components and their implications for faculty development. In the discussion, we will explore the theoretical contributions of this research, its practical implications for higher education, and any potential limitations that may warrant further investigation. Ultimately, this study aims to provide a foundational framework that enhances our understanding of intercultural competencies and their role in fostering effective teaching and learning within diverse academic environments. Theoretical Framework and Literature Review Intercultural competence refers to a set of abilities essential for effectively and appropriately interacting with individuals who are linguistically and culturally different from oneself (Galante, 2015). It is characterized as a blend of knowledge, attitudes, and skills that equip individuals for effective communication across diverse cultural contexts (Deardorff, 2006). According to Lázár (2020), intercultural competence also involves understanding and managing one's own cultural background while knowing how to engage with others. Similarly, Portera (2014) describes intercultural competence as a collection of capabilities, insights, attitudes, and skills that enable individuals to navigate relationships with people from various linguistic and cultural backgrounds in a manner that is both appropriate and effective. Interculture Competence Intercultural competence is a well-established theoretical construct that has evolved over more than sixty years, encompassing various terms such as global competence and intercultural sensitivity, which reflect its interdisciplinary nature (Pylväs & Nokelainen, 2018). This construct emphasizes the knowledge, skills, attitudes, and sometimes motivations necessary for effective interactions across diverse cultural backgrounds (Ilie, 2019). Recent definitions have broadened the concept to include various forms of diversity, such as religion and socioeconomic status, in addition to cultural differences (Elias & Mansouri, 2023; Council of Europe, 2012). The development of intercultural competence can be traced back to the 1930s, with significant literature emerging in the 1960s and further refinement occurring in the 1980s and 1990s through the introduction of assessment tools and frameworks (Deardorff, 2023). The ongoing emphasis on intercultural competence is fueled by global organizations like UNESCO and the OECD, underscoring its relevance in addressing contemporary issues related to justice, equity, diversity, and inclusion in an increasingly interconnected world (OECD, 2018; UNESCO, 2013). Dimensions of Interculture Competence Herbrand (2000) defines intercultural competence as the ability to understand and engage appropriately with different cultures, which collectively enhances an individual's capacity to navigate intercultural interactions successfully. This concept encompasses a range of essential skills and is divided into three interconnected dimensions: Cognitive Dimension: This aspect involves understanding the theoretical frameworks that underpin various cultures, as well as recognizing their similarities and differences. Emotional Dimension: This dimension relates to personal traits such as empathy, openness, and tolerance, which foster positive interactions in intercultural settings. Behavioral Dimension: This focuses on the practical skills required for effective communication and appropriate behavior in diverse cultural contexts. Models of Intercultural Competence Spitzberg’s (2000) framework for Intercultural Communication Competence is structured into three distinct levels: individual, episodic, and relational systems. At the individual level, it encompasses the traits and attributes a person possesses that facilitate effective interactions according to social norms. The episodic system pertains to how competence is perceived, influenced by how well one meets the expectations of their conversation partner. Finally, the relational level emerges from the development of mutual trust and support between the individuals involved, which ultimately affects the overall quality of their relationship. Hajek and Giles’ Process Model of Intercultural Communication Competence (2003) outlines several key factors that influence intercultural communication, including perspective, cultural orientation, the nature of interactions, and cognitive preparedness. Collectively, these elements play a vital role in shaping an individual's ability to effectively engage with people from diverse cultural backgrounds by evaluating their capacity for empathy and adaptability. In general, intercultural competence is grounded in various theoretical perspectives, including uncertainty reduction theory, which emphasizes the importance of minimizing misunderstandings among culturally diverse individuals (Matveev, 2017). This theory provides a foundation for understanding how to effectively facilitate cultural change. Additionally, models such as Deardorff (2006; 2012) framework of intercultural competence outline key components, including attitudes, knowledge, skills, internal outcomes, and external outcomes. Together, these elements enhance an individual's ability to communicate effectively across cultures. Boichuk (2024) categorizes models of intercultural competence into three main types: Individualistic Models: These models emphasize personal characteristics as key components of intercultural competence, exemplified by the model of Howard-Hamilton et al. (1998). Causal Models: These models explore the roles and importance of various components within the framework of intercultural competence, such as Deardorff's model (2009). Systemic Models: These models define and assess individuals' levels of intercultural competence, as illustrated by the King Magolda model (2005). Implications for Higher Education Individuals who possess intercultural competence approach different cultures with an open mind, allowing them to easily grasp diverse perspectives (Bennett, 1993). This competence involves reflecting on both the similarities and differences between themselves and others, which deepens their understanding of various cultures (Vurdien, 2014). For professors, the ability to build social networks with students is a crucial component of intercultural competence that fosters a dynamic and interactive university environment (Bagheri et al., 2024). This capability not only enhances student learning (Barabadi et al., 2022) but also cultivates mutual respect (Ghorbani Dowlatabadi, 2023), encourages social cooperation (Marek & Wu, 2018), and facilitates international collaboration (Lyu, 2024). Educators with strong intercultural skills are better prepared to navigate cultural differences (Said, 2024) and can address conflicts in a constructive manner (Dai & Chen, 2022). Their effective communication abilities, along with proficient expression techniques and negotiation strategies, empower them to adapt to both their own cultural norms and those of others, thereby minimizing misunderstandings (Ladha et al., 2018). Thus, the presence of these competencies among academic staff is essential for creating an inclusive educational environment that benefits all students and enhances the overall academic experience. Academic staff should possess a high level of intercultural competence to effectively engage with a diverse student body representing various cultures in today's interconnected world and to equip other students for global citizenship (Prodanova & Kocarev, 2024). These competencies can be developed by cultivating inclusive learning environments, encouraging critical thinking, and enhancing intercultural communication skills. As higher education increasingly values diversity, academic staff with intercultural competencies can help prepare their students for future workplaces by fostering a supportive environment for individuals from diverse backgrounds (Pinna Pintor & Premazzi, 2024; Kuffuor et al., 2024). Ultimately, these skills are essential for nurturing a culturally sensitive academic community that prioritizes inclusivity, equity, and successful interactions with individuals from diverse backgrounds (Markey et al., 2023). Methodology The method employed in this qualitative research is meta-synthesis, which is a key approach within the broader framework of meta-study (Barnett-Page & Thomas, 2009) The types of meta-study include the following (Ronkainen et al, 2021 ): Meta Synthesis: A qualitative analysis of findings obtained from earlier research. Meta Theory: An analysis of theories derived from previous studies. Meta Method: Analysis of methodologies derived from previous research efforts. Meta Analysis: A quantitative analysis of findings obtained from previous studies. Meta synthesis refers to the systematic review and integration of findings from qualitative studies, offering insights that may not be attainable through other methods (Lachal et al., 2017). By employing a systematic approach that combines various research efforts, meta synthesis uncovers new and fundamental themes and concepts. This method enhances existing knowledge and provides a comprehensive overview of the issues at hand (Niromand et al., 2012). Qualitative studies of the meta synthesis type are valuable for several reasons: they address the increase in research within a field, despite the absence of clear guidelines for interpreting or applying findings; they help clarify or resolve seemingly contradictory results on a topic; they explore relationships between research variables; they model and define conditions leading to specific problems; they contextualize primary quantitative research findings; and they synthesize results from multiple studies (Sandelowski & Barroso, 2007 ). In essence, meta synthesis is a form of qualitative research aimed at searching for, evaluating, combining, and interpreting both quantitative and qualitative studies focused on a particular subject (Catalano, 2013). In this research, we employed the seven-step model developed by Sandelowski and Barroso ( 2007 ). The steps undertaken in this study are as follows: First Step: Conceiving the Qualitative Research Synthesis Study (formulating research objectives and questions) The primary question guiding this research is: What are the dimensions and components of intercultural competencies among academic staff? This study investigates and elucidates the dimensions and components of faculty members' intercultural competencies using the meta synthesis method. Second Step: Searching For and Retrieving Qualitative Research Reports The literature reviewed in the present study included all scientific and research documents published in citation databases including Web of Science, Scopus, and PubMed, scientific search engines including Google Scholar, Semantic Scholar, and ERIC, as well as some publications including Emerald, Springer, Sage, Routledge, Taylor & Francis, and Elsevier that are related to educational research. To achieve this, thematic parameters were established by searching for the keywords listed in Table 1 across the aforementioned databases. Table 1 Searched keywords Row Keywords 1 Intercultural competence 2 Intercultural communication 3 Intercultural skill 4 Intercultural capability 5 Intercultural awareness 6 Higher education 7 Globalization in education 8 Faculty development 10,290 scientific articles were identified from databases using an unambiguous and structured searching strategy. The keywords such as "intercultural competence," "Intercultural communication," "higher education," "faculty development," and "globalization in education" were combined using Boolean operators (AND, OR) to narrow the search results. For example, the phrase ("Intercultural competence" AND "Qualitative") was used. Additional filters such as publication date, language (English only), and document type (e.g., peer-reviewed journal articles) were applied to narrow the focus and maximize relevance. The population parameters were defined as faculty members. The time parameters were established to include studies published between 2010 and 2024. The methodological parameters focused specifically on qualitative and mixed-method studies, utilizing only the qualitative components of these studies. Consequently, qualitative and mixed-method articles that explored intercultural competencies from 2010 to 2024 were identified. Table 2 presents the inclusion and exclusion criteria for the selected articles. Table 2 Article inclusion/exclusion criteria Criteria Admission Criteria Language English Time Research published from 2010 to 2024 Type of study Qualitative research, Qualitative section of mixed research Topic of study Titles related to the study topic The Third Step: Appraising Reports of Qualitative Studies After establishing the primary research objective in the first step and defining the initial thematic (what), population (who), time (when), and methodological (how) parameters in the second step, a thorough review of the identified studies is conducted in the third step. This review determines whether to exclude or retain the studies based on the established inclusion and exclusion criteria for final analysis. In this step, the selection of articles is carried out according to specific standards, guided by the parameters specified in the second step and utilizing a seven-question checklist (Karakose et al., 2024 ). The components of this checklist are as follows: (1) The study presents clear research question(s). (2) A suitable qualitative approach that aligns with the research questions and objectives has been chosen. (3) Methodology and data analysis are described in adequate detail. (4) The cultural context and relevant theoretical background are carefully considered in the interpretation of qualitative data. (5) The study informs readers about the analyst's position. (6) It provides adequate accounts of participants' views. (7) Ethical approval is obtained from participants, and findings and implications are accurately reported and interpreted. At this stage, a total of 10,290 scientific documents were retrieved from databases. After reviewing the documents and removing 10,133 gray literature, theses, and conference papers, as well as reviewing the topics of journal articles and removing them due to their lack of relevance to the objectives of the present study, 157 articles remained for further review. The titles of these 157 articles were then assessed, leading to the removal of 42 articles with irrelevant titles. Next, the abstracts of the remaining articles were reviewed, resulting in the exclusion of an additional 59 articles. Additionally, 25 articles that did not align with the study's objectives were discarded. Ultimately, 31 articles remained for review and analysis, and the findings from these articles form the basis of the results of the current study. The articles encompass a wide geographic range, reflecting diverse educational contexts across various countries. This includes studies from North America (e.g., the United States), Europe (e.g., Poland, the United Kingdom), and other regions, indicating a comprehensive global interest in intercultural competence in higher education. Many articles focus on specific cultural dynamics within their regions, such as how academic staff engage with multicultural student populations or address the unique challenges posed by globalization in education. The research often discusses various professional development programs aimed at enhancing faculty intercultural competencies, providing insights into effective training strategies and curriculum design. The process is summarized in Fig. 1 . Fourth Step: Classifying the Findings in Qualitative Research Reports In this stage, the content of the articles was thoroughly reviewed, and codes relevant to the research questions were identified. A total of 47 codes, derived from 31 recognized statistical sources, were compiled for the next phase of the process. These codes are presented in Table 5. The Fifth Step: Synthesizing Qualitative Research Findings: Qualitative Meta-Synthesis In qualitative content analysis, data are presented through words and themes to facilitate the interpretation of results (Bengtsson, 2016). In this study, a thematic analysis strategy was employed as outlined by Braun & Clarke ( 2006 ) to analyze the content of the reviewed studies. Thematic analysis is a data analysis method that involves examining a dataset to identify, analyze, and report recurring patterns (Braun & Clarke, 2006 ; 2012 ). This method encompasses interpretation during the processes of coding and theme construction (Kiger & Varpio, 2020 ). This approach was chosen to analyze the data for the present study in order to uncover hidden themes and gain a deeper understanding of the qualitative articles included in this meta-synthesis. The goal was to collect rich and detailed data that would help identify the components and dimensions of intercultural competencies among faculty members. Also, at this stage, data saturation was ensured. The six-step process used for conducting thematic analysis on the text of the studies under review is illustrated in Fig. 2 (Naeem et al., 2023 ). The Sixth Step: Optimizing the Validity of Qualitative Research Synthesis Studies Descriptive validity pertains to the factual accuracy of the data. In the context of meta-synthesis studies, it involves the comprehensive identification of all relevant research reports and the precise representation of the information contained within each report being analyzed. Interpretive validity pertains to the thoroughness and objectivity of the researchers’ portrayal of their insights or perspectives regarding the studies included in the meta-synthesis. Theoretical validity relates to the strength of the researchers’ interpretations. In qualitative research synthesis studies, the primary data consists of findings from meta-synthesis reports. Therefore, theoretical validity in these contexts encompasses (a) the methodologies used by the researcher as a reviewer to develop the synthesis, and (b) the synthesis itself, which serves as an interpretation of the findings. Practical validity refers to the relevance and transferability of knowledge. In qualitative research synthesis studies, pragmatic validity addresses the applicability, timeliness, and translatability of the synthesized research or evidence produced by the researcher (Sandelowski & Barroso, 2007 ; Sandelowski, 1998 ). To ensure descriptive, interpretive, theoretical, and practical validity, all researchers involved in this study conducted extensive searches to locate and compile relevant scientific literature related to the research topic. Additionally, two experts in meta-synthesis supervised the entire research process. In this study, disagreements in the coding process were addressed through a systematic approach to ensure accuracy and reliability. Initially, the researchers conducted a re-coding of the data, which yielded an agreement coefficient of 0.93, indicating a high level of consistency among their evaluations. To further validate the findings, a second reviewer was engaged in the coding process, resulting in an agreement coefficient of 0.87. To calculate the agreement coefficient, each reference was first coded independently by two researchers. The number of codes assigned by the first and second researchers was then extracted separately for each source. Subsequently, the Holsti coefficient formula (Formula 1) was applied to calculate the reliability coefficient. (1) Holsti Index = \(\:\frac{2\times\:NA}{NC1+NC2}\) ( NA : Number of common coding cases between two coders NC1 : Number of primary coding goals NC2 : Total number of secondary coding goals) The same procedure was followed to calculate the agreement coefficient during the recoding process. Initially, the researcher performed the coding. After a week, the same reference was recoded. The number of codes from both coding sessions was then extracted, and common codes were identified. Finally, the Holsti coefficient was applied to calculate the agreement coefficient. In instances where discrepancies arose between the researchers' codes and those of the second reviewer, a collaborative discussion was held to examine the specific cases of disagreement. This dialogue allowed for a thorough review of the coding criteria and the underlying rationale for each code assigned. By engaging in this reflective process, the researchers were able to clarify their interpretations and reach a consensus on how to categorize the data accurately. Additionally, any unresolved disagreements were documented and discussed with the two experts whose feedback had been incorporated throughout the research process. Their insights provided an external perspective that helped to reconcile differing interpretations and enhance the overall interpretive validity of the research. This multi-faceted approach to resolving disagreements not only strengthened the reliability of the coding but also ensured that diverse viewpoints were considered, ultimately contributing to a more robust analysis of the data. Seventh Step: Presenting Syntheses of Qualitative Research Findings In the seventh step, the research concludes with the presentation of the findings. Results First, open coding was conducted to analyze intercultural competencies. To maintain the article's conciseness, only three scientific documents were coded. The documents reviewed in this research are listed in Table 3 . Table 3 Open coding of research findings (2 documents as examples) The text of the article Open Coding Reference “The following approaches can be distinguished in the pedagogical concept – coexistence of cultures , comparison of cultures , a nti-racism , development of critical thinking , which can be considered as a pedagogical strategy for the development of intercultural competence.” Awareness of cultural differences, Understanding of other’s Worldviews, Avoiding ethnocentrism (Anti-racism), Critical thinking Braslauskas ( 2021 ) “Specifically, the undergraduate university students at Jacobs University describe intercultural competence in terms of External Outcomes ( interaction , communication , intercultural harmony ), Attitudes ( tolerance / acceptance , respect , openness ), and Knowledge ( intercultural awareness , understanding of other’s worldviews , culture-specific knowledge ).” Effective communication, Tolerance, Respect different opinions and cultures, Openness, Awareness of cultural differences, Understanding of other’s Worldviews, Culture-specific knowledge Odag et al ( 2015 ) To systematically organize and effectively reduce the data, central and selective coding was performed. At this stage, we focused on identifying codes that best encompass the conceptual framework of the relevant concepts. Table 4 illustrates the themes, sub-themes, and components of intercultural competencies. Table 4 Core and selective coding of research findings Component Sub-Themes Themes References Culture-specific knowledge Development of cultural information (cultural knowledge) Knowledge Marek & Wu ( 2018 ), Caligiuri & Tarique ( 2012 ), Iseminger et al ( 2020 ), Solhaug & Kristensen ( 2019 ), Pinto ( 2018 ), Zhang & Zhou ( 2019 ), Hoskins & Sallah ( 2011 ) Awareness of cultural differences Mayer et al. ( 2024 ), Marek & Wu ( 2018 ), Said ( 2024 ), Iseminger et al ( 2020 ), Solhaug & Kristensen ( 2019 ), Zhang & Zhou ( 2019 ), Pinto ( 2018 ), Ko et al. ( 2013 ) Understanding of other’s worldviews Said ( 2024 ), Marek & Wu ( 2018 ), O'Brien et al. ( 2021 ), Sage ( 2023 ), Odag et al ( 2015 ) Understanding own identity Self-awareness Sabet & Chapman ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Singh ( 2020 ), Iseminger et al ( 2020 ), Ramstrand et al. ( 2024 ), O'Brien et al. ( 2021 ) Self-confidence Pharaoh & Li ( 2022 ), O'Brien et al. ( 2021 ), Song & Yang ( 2016 ), O'Brien et al. ( 2021 ) Self-esteem Song & Yang ( 2016 ) Self-acceptance O'Brien et al. ( 2021 ) Understanding the principles of communication Development of linguistic and meta-linguistic knowledge Ghorbani & Dowlatabadi ( 2023 ), Zhang & Zhou ( 2019 ), Leung et al. ( 2014 ), Caligiuri & Tarique ( 2012 ) Awareness of the meanings of non-verbal communication Wang et al. ( 2020 ), Kabir & Sponseller ( 2020 ), Iseminger et al ( 2020 ), Zhang & Zhou ( 2019 ) Knowledge of customs and precautions Gutiérrez-Santiuste & Ritacco-Real ( 2023 ) Ability to interpret specific signs of cultures Wang et al. ( 2020 ) Understanding the Manifestations of Ethnocentrism Sabet & Chapman ( 2023 ), Caligiuri & Tarique ( 2012 ), Lantz-Deaton ( 2017 ), Ramstrand et al. ( 2024 ), Okken et al. ( 2022 ) Openness Attitude Mindset Ramstrand et al. ( 2024 ), Jaafari ( 2024 ), Leung et al. ( 2014 ), Caligiuri & Tarique ( 2012 ), Iseminger et al ( 2020 ), Solhaug & Kristensen ( 2019 ), Pinto ( 2018 ), Zhang & Zhou ( 2019 ), Ko et al. ( 2013 )zár (2014) Valuing other cultures Solhaug & Kristensen ( 2019 ), Braslauskas ( 2021 ), Ko et al. ( 2013 ), Tomić & Čolić ( 2019 ) Accepting difference Iseminger et al ( 2020 ), Braslauskas ( 2021 ), Ramstrand et al. ( 2024 ), Ramstrand et al. ( 2024 ), Sage ( 2023 ), Wang et al. ( 2020 ) Emotional stability Self-management Skill Ghorbani & Dowlatabadi ( 2023 ), Leung et al. ( 2014 ), Wang et al. ( 2020 ) Resolve internal conflicts Ramstrand et al. ( 2024 ), Singh ( 2020 ), Leung et al. ( 2014 ) Emotional regulation Jaafari ( 2024 ), Ghorbani & Dowlatabadi ( 2023 ), Wang et al. ( 2020 ), Kabir & Sponseller ( 2020 ) Self-control Ramstrand et al. ( 2024 ), Iseminger et al ( 2020 ), Iseminger et al ( 2020 ), Mayer et al. ( 2024 ) Empathy Effective communication Said ( 2024 ), Ramstrand et al. ( 2024 ), Jaafari ( 2024 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Sabet & Chapman ( 2023 ), O'Brien et al. ( 2021 ), Iseminger et al ( 2020 ), Solhaug & Kristensen ( 2019 ), Tomić & Čolić ( 2019 ), Marek & Wu ( 2018 ), Leung et al. ( 2014 ), Ko et al. ( 2013 ), Hoskins & Sallah ( 2011 ) Active listening away from prejudice Ramstrand et al. ( 2024 ), Sabet & Chapman ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Kabir & Sponseller ( 2020 ), Tomić & Čolić ( 2019 ), Dervin & Hahl ( 2015 ) Compliance with social etiquette Iseminger et al ( 2020 ) Art of expression Mayer et al. ( 2024 ), Ramstrand et al. ( 2024 ), Ghorbani & Dowlatabadi ( 2023 ) Good communication skills Sabet & Chapman ( 2023 ), Odag et al ( 2015 ), Kabir & Sponseller ( 2020 ), Zhang & Zhou ( 2019 ), Dervin & Hahl ( 2015 ), Lantz-Deaton ( 2017 ), Mayer et al. ( 2024 ), Ramstrand et al. ( 2024 ), Jaafari ( 2024 ) Ability to persuade Mayer et al. ( 2024 ) Sympathy Solhaug & Kristensen ( 2019 ) Adaptability Said ( 2024 ), Singh ( 2020 ), Tomić & Čolić ( 2019 ), Odag et al ( 2015 ), Ko et al. ( 2013 )zár (2014) Ability to express thoughts appropriately Braslauskas ( 2021 ), Kabir & Sponseller ( 2020 ) Ability to use verbal and non-verbal tools Ghorbani & Dowlatabadi ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Kabir & Sponseller ( 2020 ), Iseminger et al ( 2020 ), Zhang & Zhou ( 2019 ) Tolerance of ambiguity Jaafari ( 2024 ), Sage ( 2023 ), Singh ( 2020 ), Iseminger et al ( 2020 ), Tomić & Čolić ( 2019 ), Caligiuri & Tarique ( 2012 ) Ability to create social networks with people Marek & Wu ( 2018 ), Vurdien ( 2014 ) Social initiative Okken et al. ( 2022 ), O'Brien et al. ( 2021 ), Leung et al. ( 2014 ) Collaboration skills Conflict management Odag et al ( 2015 ), Said ( 2024 ), Solhaug & Kristensen ( 2019 ), Pinto ( 2018 ), Zhang & Zhou ( 2019 ), Hoskins & Sallah ( 2011 ), Lázár ( 2014 ) Respect different opinions and cultures Odag et al ( 2015 ), Solhaug & Kristensen ( 2019 ), Braslauskas ( 2021 ), Ramstrand et al. ( 2024 ), O'Brien et al. ( 2021 ), Resolve interpersonal conflicts Said ( 2024 ), Mayer et al. ( 2024 Avoid judging others Said ( 2024 ), Odag et al ( 2015 ), Solhaug & Kristensen ( 2019 ), Braslauskas ( 2021 ), Ramstrand et al. ( 2024 ), O'Brien et al. ( 2021 ) Avoiding ethnocentrism (Anti-Racism) Sabet & Chapman ( 2023 ), Braslauskas ( 2021 ) Leadership Said ( 2024 ), Okken et al. ( 2022 ), Pharaoh & Li ( 2022 ), Leung et al. ( 2014 ), Odag et al ( 2015 ), Singh ( 2020 ), Mayer et al. ( 2024 ) Establish justice O'Brien et al. ( 2021 ), Okken et al. ( 2022 ) Flexibility Personal characteristic Ramstrand et al. ( 2024 ), Jaafari ( 2024 ), Sage ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Pharaoh & Li ( 2022 ), Tomić & Čolić ( 2019 ), Odag et al ( 2015 ), Leung et al. ( 2014 )zár (2014), Caligiuri & Tarique ( 2012 ), Ko et al. ( 2013 ) Humour Jaafari ( 2024 ) Self-efficacy Pharaoh & Li ( 2022 ), Kabir & Sponseller ( 2020 ) Patience Jaafari ( 2024 ) Humility Sabet & Chapman ( 2023 ) Self-reflection O'Brien et al. ( 2021 ) Critical thinking Braslauskas ( 2021 ), Vurdien ( 2014 ), Hoskins & Sallah ( 2011 ) Resilience Gutiérrez-Santiuste & Ritacco-Real ( 2023 ) Table 4 illustrates that the intercultural competencies of faculty members encompass three areas, eight main components, and 47 sub-components. In this section, the primary codes extracted during the open coding stage were compared iteratively. The 47 sub-components were identified through extensive references to the texts and multiple revisions, which involved establishing logical connections between the codes while removing and merging duplicates. Subsequently, based on the nature of these 47 codes and their conceptual relationships, a categorization process was undertaken, resulting in the identification of eight main components. Finally, a detailed examination of these components led to their reduction and reclassification into three overarching areas: knowledge, mindset, and skill. Ultimately, the intercultural competencies of the faculty members were represented in a model that integrates the codes derived from the research (Fig. 3 ). Discussion In this research, the intercultural competencies of faculty members were categorized into three themes: knowledge, mindset, and skills. These areas encompass eight sub-themes and a total of 47 components. Within the theme of knowledge, the components identified include cultural information development (cultural knowledge), self-awareness, and the enhancement of linguistic and meta-linguistic knowledge. The analysis highlighted that culture-specific knowledge, awareness of cultural differences, and understanding others' worldviews are essential elements of cultural information development. These findings are consistent with the work of Mayer et al. ( 2024 ), Marek & Wu ( 2018 ), Said ( 2024 ), Iseminger et al. ( 2020 ), Solhaug & Kristensen ( 2019 ), Zhang & Zhou ( 2019 ), Pinto ( 2018 ), Ko et al. ( 2013 ), and Caligiuri & Tarique ( 2012 ). It is important to note that these components not only facilitate effective communication across cultures but also enhance social and emotional skills. Therefore, prioritizing the development of these aspects among faculty members can significantly bolster their intercultural competence. Understanding culture-specific characteristics, values, and behaviors is crucial for successful interactions. Additionally, being aware of cultural differences helps prevent misjudgments and misunderstandings while fostering a deeper appreciation for diverse perspectives. The analysis also identified several components within the Self-Awareness category: understanding one’s identity, self-confidence, self-esteem, and self-acceptance. These findings align with studies by Sabet & Chapman ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Singh ( 2020 ), Iseminger et al. ( 2020 ), Ramstrand et al. ( 2024 )d Brien et al. ( 2021 ). In terms of linguistic and meta-linguistic knowledge development, key components include understanding the principles of communication, awareness of the meanings of non-verbal communication, knowledge of customs and precautions, ability to interpret specific cultural signs, and understanding the manifestations of ethnocentrism. Similar findings were reported by Ghorbani & Dowlatabadi ( 2023 ), Zhang & Zhou ( 2019 ), Leung et al. ( 2014 ), and Caligiuri & Tarique ( 2012 ), who emphasized these elements as vital for intercultural competencies. In the theme of Mindset, three components—Openness, Valuing Other Cultures, and Accepting Differences—were assessed. The studies by Sabet & Chapman ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Singh ( 2020 ), Iseminger et al. ( 2020 ), Ramstrand et al. ( 2024 )d Brien et al. ( 2021 ) support these findings. Collectively, these mindset components not only enhance success in intercultural interactions but also promote solidarity and empathy within diverse communities. Thus, fostering these attributes can significantly advance intercultural competence and contribute to more inclusive environments. In the skills theme, four sub-themes were identified: Self-Management, Effective Communication, Conflict Management, and Personal Characteristics. Self-Management refers to an individual's capacity to control emotions and reactions, enabling them to remain composed in challenging situations and make rational decisions (Lasanthika Sajeevanie, 2020 ). This skill is particularly beneficial in cross-cultural interactions as it helps individuals navigate feelings arising from cultural differences while communicating effectively with others. The Self-management sub-theme included components such as emotional stability, resolution of internal conflicts, emotional regulation, and self-control. Effective communication is a cornerstone of intercultural competence; it involves clearly expressing thoughts and feelings as well as actively listening to others' perspectives (Sumaiya et al., 2022 ). Individuals with strong communication skills can engage with diverse cultures more easily and reduce misunderstandings. Effective communication was broken down into thirteen sub-components including empathy, active listening without prejudice, adherence to social etiquette, expression techniques, strong communication skills, persuasion abilities, adaptability in expression, appropriate verbal/non-verbal communication usage, tolerance for ambiguity, social networking capabilities, and social initiative. Conflict Management pertains to resolving disputes that may arise from cultural differences or varying expectations in multicultural settings (Lundula, 2024 ). Those adept in conflict management can address issues constructively and find mutually acceptable solutions, thereby fostering cooperation and consensus. In Conflict management, identified components included collaboration skills, respect for diverse opinions and cultures, resolution of interpersonal conflicts without judgment towards others or ethnocentrism avoidance strategies like anti-racism efforts; leadership skills; and establishing justice within interactions. Personal characteristics encompass traits such as flexibility, humor, self-efficacy, patience, humility, self-reflection, critical thinking, and resilience—qualities that enable individuals to navigate challenges in intercultural interactions effectively (Aksin, 2023 ). Individuals who exhibit strong personal characteristics are generally better equipped to embrace diversity and benefit from a variety of cultural experiences. The findings from this study are supported by previous research conducted by Ramstrand et al. ( 2024 ), Jaafari ( 2024 ), Sage ( 2023 ), Gutiérrez-Santiuste & Ritacco-Real ( 2023 ), Pharaoh & Li ( 2022 ), Tomić & Čolić ( 2019 ), Odag et al. ( 2015 ), Leung et al. ( 2014 )zár (2014), Caligiuri & Tarique ( 2012 ), and Ko et al. ( 2013 ). By synthesizing these insights with existing literature on intercultural competencies among academic staff, this research contributes to a deeper understanding of how these competencies can be developed to enhance educational outcomes in increasingly diverse academic environments. Conclusion The findings from the study on intercultural competencies among faculty members provide valuable theoretical and practical insights that extend beyond existing models. By identifying 47 distinct components of intercultural competencies, this research presents a more nuanced framework. For example, while earlier frameworks may have primarily concentrated on knowledge and skills, this study emphasizes the importance of emotional traits such as empathy and openness, as well as the behavioral skills necessary for effective interaction in diverse contexts. This comprehensive approach can significantly enhance faculty training programs by ensuring that educators are not only knowledgeable but also emotionally intelligent and behaviorally proficient in intercultural settings. The synthesis of existing literature underscores that intercultural competencies are not merely desirable traits but essential components of effective pedagogy in diverse classrooms. Faculty members equipped with these competencies are better positioned to address the varied learning needs of students from different backgrounds, thereby enhancing student engagement and success. The study identifies key components of intercultural competencies, including cultural awareness, empathy, adaptability, and communication skills. These elements are interrelated and collectively contribute to a faculty member's ability to create an inclusive learning environment that respects and values diversity. Moreover, our analysis reveals that the development of intercultural competencies is an ongoing process that requires intentional effort and continuous professional development. Academic staff must engage in reflective practices, seek out intercultural experiences, and participate in training programs that focus on building these competencies. From a managerial perspective, Institutions play a pivotal role in this development by providing resources, support, and opportunities for faculty to enhance their intercultural skills. This commitment not only benefits faculty members but also enriches the overall educational experience for students, preparing them to thrive in a multicultural world. Additionally, the findings suggest that institutional policies and practices must align with the goal of fostering intercultural competencies among faculty. This includes integrating diversity and inclusion into hiring practices, performance evaluations, and professional development initiatives. By prioritizing these competencies at the institutional level, universities can create a culture that values diversity and promotes intercultural understanding. The meta synthesis approach, while valuable for synthesizing qualitative research findings, has several potential limitations that should be acknowledged. One significant limitation is the variability in the quality of the included studies. Since meta synthesis relies on existing literature, the robustness of its conclusions is inherently tied to the methodological rigor of the studies being synthesized. If the original studies vary widely in quality—ranging from well-designed, peer-reviewed research to less rigorous or anecdotal sources—the resulting synthesis may reflect this inconsistency, leading to conclusions that may not be generalizable or reliable. To ensure the interpretive validity of this research, the perspectives of two experts were integrated throughout the research process. Additionally, the reliability of the coding was confirmed through a re-coding method conducted by the researchers (with an agreement coefficient of 0.93) and a second reviewer (with an agreement coefficient of 0.87). Moreover, the mindset involved in selecting and interpreting studies can introduce bias. Researchers may have differing opinions regarding which studies are relevant or how to categorize findings, potentially affecting the comprehensiveness and objectivity of the synthesis. This mindset can also influence how the components of intercultural competence are defined and understood, which may limit the applicability of the findings to different contexts. To mitigate this issue, researchers made a concerted effort to select studies collaboratively, thereby minimizing bias stemming from individual perspectives. The researchers conducted this study with these limitations in mind and employed strategies to minimize bias, ensuring that their conclusions are both robust and applicable in practice. To effectively implement the proposed model, institutions should develop comprehensive training programs specifically designed to enhance the identified intercultural competencies among academic staff. These programs may include workshops on cultural sensitivity that incorporate role-playing scenarios, allowing faculty to practice navigating cultural misunderstandings and develop strategies for fostering inclusive classroom environments. Additionally, mentorship programs can be established to pair experienced faculty with those less familiar with intercultural dynamics, facilitating knowledge transfer and providing practical insights into managing diverse classrooms. Intercultural communication courses should also be offered to equip faculty with effective strategies for engaging students from various backgrounds. Furthermore, institutions need to establish clear diversity and inclusion policies that promote equitable hiring practices aimed at increasing faculty diversity while encouraging ongoing professional development in intercultural competence. Implementing assessment frameworks to evaluate faculty intercultural competencies will help track progress and identify areas requiring further development. However, several barriers may hinder the successful implementation of this model, including resistance to change among academic staff, limited resources, and a lack of awareness regarding the importance of intercultural competencies. To address these challenges, institutions can emphasize the benefits of intercultural competence for teaching effectiveness and student success by sharing success stories from peers who have adopted these practices. Future research on intercultural competence should focus on several key areas to enhance its understanding and application in educational settings. Conducting comparative analyses of the 47 identified components against existing frameworks is essential for identifying unique contributions and challenges. Investigating the applicability of these competencies across various educational contexts—such as STEM fields versus humanities—will facilitate their integration into curricula. Longitudinal studies examining the long-term effects of intercultural competence training on faculty effectiveness and student outcomes are necessary to assess changes in teaching practices over time. It is also recommended that future research incorporate variables such as the country's level of development and the university's international ranking into the model, and investigate their impact to gain a deeper understanding. Interdisciplinary approaches that incorporate insights from psychology, sociology, and education can enrich the conceptualization and instruction of these competencies. Additionally, developing robust assessment tools to evaluate the cognitive, emotional, and behavioral dimensions of intercultural competence is crucial for future studies. Research should also explore how societal changes—such as globalization and social justice movements—impact competency development. Finally, evaluating faculty development programs can reveal best practices for enhancing educators' intercultural competence while examining the role of technology in facilitating or hindering this development is equally important. Addressing policy implications related to diversity and inclusion in higher education will foster supportive environments for intercultural learning. By pursuing these avenues, future research can significantly advance our understanding of intercultural competence in higher education, promoting more inclusive educational practices that benefit all stakeholders involved. Declarations Author contributions These authors contributed equally to this work. Competing interests The authors declare no competing interests. Ethical statements Not obtained – either because the research does not involve human participants or their data. 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Handbook for Synthesizing Qualitative Research . New York: Springer Publishing Company . Sandelowski, M., & Barroso, J. (2007). Handbook for Synthesizing Qualitative Research . New York: Springer Publishing Company. Scott, P. (2000). Globalisation and Higher Education: Challenges for the 21st Century. Journal of Studies in International Education, 4(1), 3-10. https://doi.org/10.1177/102831530000400102 Singh, R. K. (2020). Intercultural Communication and Conflict Resolution. International Journal of Research in Humanities, Arts and Literature , 8(7), 43-50. Solhaug, T., & Kristensen, N. (2019). Gender and intercultural competence: analysis of intercultural competence among upper secondary school students in Denmark and Norway. Educational Psychology , 40(1), 1-20. https://doi.org/10.1080/01443410.2019.1646410. Song, M., & Yang, N. (2016). Intercultural Communicative Competence, Self-Esteem Cultural Competence of Nursing Students. International Journal of Advanced Nursing Education and Research , 1(1), 13-18. https://doi.org/10.21742/ijaner.2016.1.03 Soto, J., Burgos, Á., & Burgos, D. (2015). the intercultural competence and intercultural awareness. Journal of English Language and Literature , 115(5), 103-112. Spitzberg, B. H. (2000). A Model of Intercultural Communication Competence . In L. A. Samovar, & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 375-387). Belmont: Wadsworth. Sumaiya, B., Srivastava, S., Jain, V., & Prakash, V. (2022). The Role of Effective Communication Skills in Professional Life. World Journal of English Language , 12(3), 134-140. https://doi.org/10.5430/wjel.v12n3p134 Tomić, M., & Čolić, D. (2019). The importance of intercultural competence in foreign language teaching, with reference to tourism curricula in higher education. TIMS: Acta , 13(2), 99-105. https://doi.org/10.5937/timsacta1902099T UNESCO. (2013). Intercultural competences: conceptual and operational framework . France: UNESCO. Vladeva, R. (2022). Challenges for Higher Education in the Context of Globalization. Journal of Management Sciences and Applications , 1(1), 35–42. Vurdien, R. (2014). Social networking: Developing intercultural competence and fostering autonomous learning. In S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (pp. 398-402). Dublin: Researchpublishing.net. https://doi.org/10.14705/rpnet.2014.000252 Wang, Q., Clegg, J., Gajewska-De Mattos, H., & Buckley, P. (2020). The role of emotions in intercultural business communication: language standardization in the context of international knowledge transfer. Journal of World Business , 55(6): 100973. https://doi.org/10.1016/j.jwb.2018.11.003 Yassin, A. A., Abdul Razak, N., Qasem, Y. A. M., & Saeed Mohammed, M. A. (2020). Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions. Sustainability , 12(18): 7490. https://doi.org/10.3390/su12187490 Zhang, X., & Zhou, M. (2019). Interventions to promote learners’ intercultural competence: A meta-analysis. International Journal of Intercultural Relations , 71(4), 31-47. https://doi.org/10.1016/j.ijintrel.2019.04.006 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5443797","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":448629676,"identity":"48305a56-1024-4bd9-b723-87fbdfcf23b7","order_by":0,"name":"Ladan Hajianvari","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6klEQVRIie3SsQrCMBCA4ZOALtWut+gzHBREQXwWQ6EuKoKjgpk6CV31XRxaArroE7jYpZNDxw4OnoqgS+oomJ8ODeTjrlAAm+0Ha4ADgPQ8xDm0nm8DA6m+k2QN3pfklXBexFQV6knemfYntD+murcgqWr6DOnWRBo+IvkzOgxJj3ZMnIBgkBkXIyZCblQAeqyuUsGIvyU2Eq9AWspNlIHuKp7iXkpJm6doGSFPqdwJlk0RTruDtGeSQbLakRdiRrGJuLWVd8LrXIZuIPJiQc3I9dO0MBAQ/ODnqvwbGMCjSl52w2az2f67G2RVR51buefwAAAAAElFTkSuQmCC","orcid":"","institution":"Farhangian University","correspondingAuthor":true,"prefix":"","firstName":"Ladan","middleName":"","lastName":"Hajianvari","suffix":""},{"id":448629677,"identity":"ab39782d-a256-4734-b5ad-12fc73840788","order_by":1,"name":"Abbas Ramezani","email":"","orcid":"","institution":"Farhangian University","correspondingAuthor":false,"prefix":"","firstName":"Abbas","middleName":"","lastName":"Ramezani","suffix":""},{"id":448629678,"identity":"a4483405-c958-4148-9c11-ae06fd5aac33","order_by":2,"name":"Fatemeh Bakhtiari","email":"","orcid":"","institution":"Farhangian University","correspondingAuthor":false,"prefix":"","firstName":"Fatemeh","middleName":"","lastName":"Bakhtiari","suffix":""}],"badges":[],"createdAt":"2024-11-13 05:08:33","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-5443797/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5443797/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":81529114,"identity":"a206d502-ab1b-47b9-8b9a-1489159bae78","added_by":"auto","created_at":"2025-04-28 09:17:06","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":61704,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eSelection process of research articles (PRISMA, 2020)\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5443797/v1/96fbbf1858365aafe59a2410.png"},{"id":81529115,"identity":"312e97b6-766e-4053-8469-7615c0d903bf","added_by":"auto","created_at":"2025-04-28 09:17:06","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":89400,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eSix-step process of analyzing interviews using thematic analysis method\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5443797/v1/f45fc8f3a1182787cc4d1348.png"},{"id":81529117,"identity":"4ca9b9cd-e568-4406-9651-177bce32cfdb","added_by":"auto","created_at":"2025-04-28 09:17:06","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":58452,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eIntercultural Competencies Model\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5443797/v1/f80593b999977a002cb99248.png"},{"id":85382782,"identity":"d9896a66-a59c-44fd-81d3-a4ff743379da","added_by":"auto","created_at":"2025-06-25 09:32:30","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1368303,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5443797/v1/946c4601-eab1-4ca8-97d6-6c5256786597.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Identifying Intercultural Competencies Among Faculty Members: A Metasynthesis Study","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThis research focuses on the growing importance of intercultural competencies among academic staff members in today\u0026rsquo;s academic environment, which is increasingly influenced by globalization and cultural diversity. As higher education institutions evolve into diverse environments, they become melting pots where effective communication and collaboration across cultures are essential (Guill\u0026eacute;n-Yparrea \u0026amp; Ram\u0026iacute;rez-Montoya, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This necessitates a comprehensive understanding of intercultural competence, which encompasses a wide range of skills, attitudes, and knowledge that enable individuals to engage meaningfully with peers from various backgrounds (Ma \u0026amp; Lucietto, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Despite the recognized importance of intercultural competence, there remains a significant gap in understanding its specific components within academic settings. This gap underscores the need for research that not only identifies these components but also explores how they can be effectively integrated into faculty development programs. The study aims to address this need by investigating the nuances of intercultural competencies, thereby contributing to the broader discourse on educational innovation and inclusivity in higher education. In summary, the research is situated within a context where globalization is reshaping higher education, prompting institutions to adapt their curricula and teaching methodologies to better prepare faculty and students for a culturally diverse world. This adaptation is critical for fostering an educational environment that values diversity and promotes effective intercultural interactions.\u003c/p\u003e \u003cp\u003eThe current era is characterized by rapid and continuous changes and developments that have profoundly impacted individuals as well as various organizations and institutions (Javaid et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Musaigwa, 2020). Consequently, organizations face numerous challenges, including advancements in communication and information technology, heightened competition due to globalization, the importance of a strategic management perspective, the demand for transparency, the emergence of sustainability, and the increasing significance of human resource management (Agustian et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Addressing these global challenges not only necessitates the formation of new organizational structures but also requires members of the organization to develop new competencies and actively work to enhance these skills (Kollmann \u0026amp; Dobrovič, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Among these competencies, intercultural competence is considered one of the most important due to today's diverse environments and the need for international cooperation (OECD, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). Globalization has led to the presence of individuals from diverse cultures and nationalities in higher education institutions, companies, and businesses (Scott, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). This diversity can create challenges in communication and adaptation among people (Vladeva, \u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Misunderstandings arising from cultural differences may result in conflicts (Mishra et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), which can have serious and potentially irreparable consequences for both individuals and organizations. To prevent and resolve such conflicts, it is essential to set aside ethnic and racist sentiments (Dai \u0026amp; Chen, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and foster open attitudes (Hinner, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Dialogue, cooperation, positive thinking, effective communication, and mutual understanding are key factors in resolving conflicts in these environments (Singh, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The inability to adapt to different cultures can have a detrimental psychological impact on students, potentially resulting in academic challenges or social maladjustment (Gebregergis et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These negative effects are exacerbated, particularly when university professors lack the necessary knowledge and skills to effectively engage with diverse cultures (Yassin et al., \u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Intercultural communication depends on intercultural competence, awareness, attitudes, and insights from diverse cultures (Cong-Lem, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2025\u003c/span\u003e; Soto et al., \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Intercultural competencies encompass skills such as cultural sensitivity (Said, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), empathy (Ramstrand et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), critical thinking (Braslauskas, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and effective communication (Sabet \u0026amp; Chapman, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). These skills are crucial for conflict management across various settings, including academic environments (Said, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eGiven the identified gaps in understanding intercultural competencies within academic settings, it is crucial to explore the specific components that contribute to effective intercultural engagement among academic staff. The existing body of literature emphasizes the critical role of intercultural competence in enabling effective interactions across cultural boundaries (Abdulfattah, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Bultseva \u0026amp; Lebedeva, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Prominent theoretical frameworks identify three essential dimensions of intercultural competence: cognitive understanding, emotional sensitivity, and behavioral adaptability (Deardorff, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Hamilton et al., 1998; Matveev \u0026amp; Merz, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Leung et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; UNESCO, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Despite this recognition, there remain significant gaps in our understanding of how these components interact and contribute to effective teaching practices within diverse educational environments. While various models delineate different aspects of intercultural competence, many do not succeed in integrating these components into a cohesive framework that includes the affective dimensions crucial for effective communication. The theoretical underpinnings of intercultural competence include uncertainty reduction theory, which aims to minimize misunderstandings among individuals from diverse cultural backgrounds (Matveev, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Additionally, frameworks such as Deardorff\u0026rsquo;s model (2009) outline key components that enhance cross-cultural communication capabilities. Despite the existence of multiple models categorizing intercultural competence\u0026mdash;including individualistic models focusing on personal traits, causal models examining interrelations among components, and systemic models assessing levels of competence\u0026mdash;significant gaps persist in addressing the affective dimensions necessary for effective intercultural interactions. To address these deficiencies, this research employs a meta-synthesis approach to systematically identify and categorize the components of intercultural competencies among academic staff. By analyzing qualitative data from existing literature, this study aims to develop a comprehensive framework that not only enhances theoretical understanding but also provides practical insights for faculty development programs. In doing so, it seeks to make a meaningful contribution to the discourse surrounding intercultural education and faculty development.\u003c/p\u003e \u003cp\u003eTo address these gaps, the study employs a meta-synthesis approach to systematically identify and categorize the components of intercultural competence. This approach will provide a more comprehensive framework that integrates various dimensions of intercultural competence beyond what current models offer. The research seeks to uncover the interconnectedness of these components and how they can be effectively utilized in academic settings to enhance faculty development and improve interactions in culturally diverse classrooms. Ultimately, the study aims to fill the existing knowledge gap regarding intercultural competence in academia, offering valuable insights that can inform teaching practices and contribute to a more inclusive educational environment. By doing so, it aspires to advance the understanding of how faculty members can better navigate cultural complexities and foster meaningful engagement among students from diverse backgrounds.\u003c/p\u003e \u003cp\u003eThis paper is organized as follows: it begins with a review of the relevant literature on intercultural competencies, followed by a comprehensive methodology section that details the meta synthesis process. The findings will be presented in terms of the identified components and their implications for faculty development. In the discussion, we will explore the theoretical contributions of this research, its practical implications for higher education, and any potential limitations that may warrant further investigation. Ultimately, this study aims to provide a foundational framework that enhances our understanding of intercultural competencies and their role in fostering effective teaching and learning within diverse academic environments.\u003c/p\u003e"},{"header":"Theoretical Framework and Literature Review","content":"\u003cp\u003eIntercultural competence refers to a set of abilities essential for effectively and appropriately interacting with individuals who are linguistically and culturally different from oneself (Galante, 2015). It is characterized as a blend of knowledge, attitudes, and skills that equip individuals for effective communication across diverse cultural contexts (Deardorff, 2006). According to L\u0026aacute;z\u0026aacute;r (2020), intercultural competence also involves understanding and managing one\u0026apos;s own cultural background while knowing how to engage with others. Similarly, Portera (2014) describes intercultural competence as a collection of capabilities, insights, attitudes, and skills that enable individuals to navigate relationships with people from various linguistic and cultural backgrounds in a manner that is both appropriate and effective.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInterculture Competence\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIntercultural competence is a well-established theoretical construct that has evolved over more than sixty years, encompassing various terms such as global competence and intercultural sensitivity, which reflect its interdisciplinary nature (Pylv\u0026auml;s \u0026amp; Nokelainen, 2018). This construct emphasizes the knowledge, skills, attitudes, and sometimes motivations necessary for effective interactions across diverse cultural backgrounds (Ilie, 2019). Recent definitions have broadened the concept to include various forms of diversity, such as religion and socioeconomic status, in addition to cultural differences (Elias \u0026amp; Mansouri, 2023; Council of Europe, 2012). The development of intercultural competence can be traced back to the 1930s, with significant literature emerging in the 1960s and further refinement occurring in the 1980s and 1990s through the introduction of assessment tools and frameworks (Deardorff, 2023). The ongoing emphasis on intercultural competence is fueled by global organizations like UNESCO and the OECD, underscoring its relevance in addressing contemporary issues related to justice, equity, diversity, and inclusion in an increasingly interconnected world (OECD, 2018; UNESCO, 2013).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDimensions of Interculture Competence\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHerbrand (2000) defines intercultural competence as the ability to understand and engage appropriately with different cultures, which collectively enhances an individual\u0026apos;s capacity to navigate intercultural interactions successfully. This concept encompasses a range of essential skills and is divided into three interconnected dimensions:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eCognitive Dimension: This aspect involves understanding the theoretical frameworks that underpin various cultures, as well as recognizing their similarities and differences.\u003c/li\u003e\n \u003cli\u003eEmotional Dimension: This dimension relates to personal traits such as empathy, openness, and tolerance, which foster positive interactions in intercultural settings.\u003c/li\u003e\n \u003cli\u003eBehavioral Dimension: This focuses on the practical skills required for effective communication and appropriate behavior in diverse cultural contexts.\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eModels of Intercultural Competence\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSpitzberg\u0026rsquo;s (2000) framework for Intercultural Communication Competence is structured into three distinct levels: individual, episodic, and relational systems. At the individual level, it encompasses the traits and attributes a person possesses that facilitate effective interactions according to social norms. The episodic system pertains to how competence is perceived, influenced by how well one meets the expectations of their conversation partner. Finally, the relational level emerges from the development of mutual trust and support between the individuals involved, which ultimately affects the overall quality of their relationship.\u003c/p\u003e\n\u003cp\u003eHajek and Giles\u0026rsquo; Process Model of Intercultural Communication Competence (2003) outlines several key factors that influence intercultural communication, including perspective, cultural orientation, the nature of interactions, and cognitive preparedness. Collectively, these elements play a vital role in shaping an individual\u0026apos;s ability to effectively engage with people from diverse cultural backgrounds by evaluating their capacity for empathy and adaptability.\u003c/p\u003e\n\u003cp\u003eIn general, intercultural competence is grounded in various theoretical perspectives, including uncertainty reduction theory, which emphasizes the importance of minimizing misunderstandings among culturally diverse individuals (Matveev, 2017). This theory provides a foundation for understanding how to effectively facilitate cultural change. Additionally, models such as Deardorff (2006; 2012) framework of intercultural competence outline key components, including attitudes, knowledge, skills, internal outcomes, and external outcomes. Together, these elements enhance an individual\u0026apos;s ability to communicate effectively across cultures.\u003c/p\u003e\n\u003cp\u003eBoichuk (2024) categorizes models of intercultural competence into three main types:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eIndividualistic Models: These models emphasize personal characteristics as key components of intercultural competence, exemplified by the model of Howard-Hamilton et al. (1998).\u003c/li\u003e\n \u003cli\u003eCausal Models: These models explore the roles and importance of various components within the framework of intercultural competence, such as Deardorff\u0026apos;s model (2009).\u003c/li\u003e\n \u003cli\u003eSystemic Models: These models define and assess individuals\u0026apos; levels of intercultural competence, as illustrated by the King Magolda model (2005).\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eImplications for Higher Education\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIndividuals who possess intercultural competence approach different cultures with an open mind, allowing them to easily grasp diverse perspectives (Bennett, 1993). This competence involves reflecting on both the similarities and differences between themselves and others, which deepens their understanding of various cultures (Vurdien, 2014). For professors, the ability to build social networks with students is a crucial component of intercultural competence that fosters a dynamic and interactive university environment (Bagheri et al., 2024). This capability not only enhances student learning (Barabadi et al., 2022) but also cultivates mutual respect (Ghorbani Dowlatabadi, 2023), encourages social cooperation (Marek \u0026amp; Wu, 2018), and facilitates international collaboration (Lyu, 2024). Educators with strong intercultural skills are better prepared to navigate cultural differences (Said, 2024) and can address conflicts in a constructive manner (Dai \u0026amp; Chen, 2022). Their effective communication abilities, along with proficient expression techniques and negotiation strategies, empower them to adapt to both their own cultural norms and those of others, thereby minimizing misunderstandings (Ladha et al., 2018). Thus, the presence of these competencies among academic staff is essential for creating an inclusive educational environment that benefits all students and enhances the overall academic experience.\u003c/p\u003e\n\u003cp\u003eAcademic staff should possess a high level of intercultural competence to effectively engage with a diverse student body representing various cultures in today\u0026apos;s interconnected world and to equip other students for global citizenship (Prodanova \u0026amp; Kocarev, 2024). These competencies can be developed by cultivating inclusive learning environments, encouraging critical thinking, and enhancing intercultural communication skills. As higher education increasingly values diversity, academic staff with intercultural competencies can help prepare their students for future workplaces by fostering a supportive environment for individuals from diverse backgrounds (Pinna Pintor \u0026amp; Premazzi, 2024; Kuffuor et al., 2024). Ultimately, these skills are essential for nurturing a culturally sensitive academic community that prioritizes inclusivity, equity, and successful interactions with individuals from diverse backgrounds (Markey et al., 2023).\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThe method employed in this qualitative research is meta-synthesis, which is a key approach within the broader framework of meta-study (Barnett-Page \u0026amp; Thomas, 2009) The types of meta-study include the following (Ronkainen et al, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2021\u003c/span\u003e):\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eMeta Synthesis: A qualitative analysis of findings obtained from earlier research.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eMeta Theory: An analysis of theories derived from previous studies.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eMeta Method: Analysis of methodologies derived from previous research efforts.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eMeta Analysis: A quantitative analysis of findings obtained from previous studies.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eMeta synthesis refers to the systematic review and integration of findings from qualitative studies, offering insights that may not be attainable through other methods (Lachal et al., 2017). By employing a systematic approach that combines various research efforts, meta synthesis uncovers new and fundamental themes and concepts. This method enhances existing knowledge and provides a comprehensive overview of the issues at hand (Niromand et al., 2012). Qualitative studies of the meta synthesis type are valuable for several reasons: they address the increase in research within a field, despite the absence of clear guidelines for interpreting or applying findings; they help clarify or resolve seemingly contradictory results on a topic; they explore relationships between research variables; they model and define conditions leading to specific problems; they contextualize primary quantitative research findings; and they synthesize results from multiple studies (Sandelowski \u0026amp; Barroso, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). In essence, meta synthesis is a form of qualitative research aimed at searching for, evaluating, combining, and interpreting both quantitative and qualitative studies focused on a particular subject (Catalano, 2013).\u003c/p\u003e \u003cp\u003eIn this research, we employed the seven-step model developed by Sandelowski and Barroso (\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). The steps undertaken in this study are as follows:\u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eFirst Step: Conceiving the Qualitative Research Synthesis Study (formulating research objectives and questions)\u003c/h2\u003e \u003cp\u003eThe primary question guiding this research is: What are the dimensions and components of intercultural competencies among academic staff? This study investigates and elucidates the dimensions and components of faculty members' intercultural competencies using the meta synthesis method.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eSecond Step: Searching For and Retrieving Qualitative Research Reports\u003c/h3\u003e\n\u003cp\u003eThe literature reviewed in the present study included all scientific and research documents published in citation databases including Web of Science, Scopus, and PubMed, scientific search engines including Google Scholar, Semantic Scholar, and ERIC, as well as some publications including Emerald, Springer, Sage, Routledge, Taylor \u0026amp; Francis, and Elsevier that are related to educational research. To achieve this, thematic parameters were established by searching for the keywords listed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e across the aforementioned databases.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSearched keywords\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRow\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKeywords\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercultural competence\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercultural communication\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercultural skill\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercultural capability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntercultural awareness\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigher education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGlobalization in education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFaculty development\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e10,290 scientific articles were identified from databases using an unambiguous and structured searching strategy. The keywords such as \"intercultural competence,\" \"Intercultural communication,\" \"higher education,\" \"faculty development,\" and \"globalization in education\" were combined using Boolean operators (AND, OR) to narrow the search results. For example, the phrase (\"Intercultural competence\" AND \"Qualitative\") was used. Additional filters such as publication date, language (English only), and document type (e.g., peer-reviewed journal articles) were applied to narrow the focus and maximize relevance.\u003c/p\u003e \u003cp\u003eThe population parameters were defined as faculty members. The time parameters were established to include studies published between 2010 and 2024. The methodological parameters focused specifically on qualitative and mixed-method studies, utilizing only the qualitative components of these studies. Consequently, qualitative and mixed-method articles that explored intercultural competencies from 2010 to 2024 were identified. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the inclusion and exclusion criteria for the selected articles.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eArticle inclusion/exclusion criteria\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCriteria\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAdmission Criteria\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLanguage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnglish\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTime\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResearch published from 2010 to 2024\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eType of study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQualitative research, Qualitative section of mixed research\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTopic of study\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTitles related to the study topic\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e\n\u003ch3\u003eThe Third Step: Appraising Reports of Qualitative Studies\u003c/h3\u003e\n\u003cp\u003eAfter establishing the primary research objective in the first step and defining the initial thematic (what), population (who), time (when), and methodological (how) parameters in the second step, a thorough review of the identified studies is conducted in the third step. This review determines whether to exclude or retain the studies based on the established inclusion and exclusion criteria for final analysis. In this step, the selection of articles is carried out according to specific standards, guided by the parameters specified in the second step and utilizing a seven-question checklist (Karakose et al., \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The components of this checklist are as follows: (1) The study presents clear research question(s). (2) A suitable qualitative approach that aligns with the research questions and objectives has been chosen. (3) Methodology and data analysis are described in adequate detail. (4) The cultural context and relevant theoretical background are carefully considered in the interpretation of qualitative data. (5) The study informs readers about the analyst's position. (6) It provides adequate accounts of participants' views. (7) Ethical approval is obtained from participants, and findings and implications are accurately reported and interpreted.\u003c/p\u003e \u003cp\u003eAt this stage, a total of 10,290 scientific documents were retrieved from databases. After reviewing the documents and removing 10,133 gray literature, theses, and conference papers, as well as reviewing the topics of journal articles and removing them due to their lack of relevance to the objectives of the present study, 157 articles remained for further review. The titles of these 157 articles were then assessed, leading to the removal of 42 articles with irrelevant titles. Next, the abstracts of the remaining articles were reviewed, resulting in the exclusion of an additional 59 articles. Additionally, 25 articles that did not align with the study's objectives were discarded. Ultimately, 31 articles remained for review and analysis, and the findings from these articles form the basis of the results of the current study. The articles encompass a wide geographic range, reflecting diverse educational contexts across various countries. This includes studies from North America (e.g., the United States), Europe (e.g., Poland, the United Kingdom), and other regions, indicating a comprehensive global interest in intercultural competence in higher education. Many articles focus on specific cultural dynamics within their regions, such as how academic staff engage with multicultural student populations or address the unique challenges posed by globalization in education. The research often discusses various professional development programs aimed at enhancing faculty intercultural competencies, providing insights into effective training strategies and curriculum design. The process is summarized in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eFourth Step: Classifying the Findings in Qualitative Research Reports\u003c/h2\u003e \u003cp\u003eIn this stage, the content of the articles was thoroughly reviewed, and codes relevant to the research questions were identified. A total of 47 codes, derived from 31 recognized statistical sources, were compiled for the next phase of the process. These codes are presented in Table\u0026nbsp;5.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eThe Fifth Step: Synthesizing Qualitative Research Findings: Qualitative Meta-Synthesis\u003c/h2\u003e \u003cp\u003eIn qualitative content analysis, data are presented through words and themes to facilitate the interpretation of results (Bengtsson, 2016). In this study, a thematic analysis strategy was employed as outlined by Braun \u0026amp; Clarke (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) to analyze the content of the reviewed studies. Thematic analysis is a data analysis method that involves examining a dataset to identify, analyze, and report recurring patterns (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). This method encompasses interpretation during the processes of coding and theme construction (Kiger \u0026amp; Varpio, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This approach was chosen to analyze the data for the present study in order to uncover hidden themes and gain a deeper understanding of the qualitative articles included in this meta-synthesis. The goal was to collect rich and detailed data that would help identify the components and dimensions of intercultural competencies among faculty members. Also, at this stage, data saturation was ensured. The six-step process used for conducting thematic analysis on the text of the studies under review is illustrated in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e (Naeem et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eThe Sixth Step: Optimizing the Validity of Qualitative Research Synthesis Studies\u003c/h2\u003e \u003cp\u003eDescriptive validity pertains to the factual accuracy of the data. In the context of meta-synthesis studies, it involves the comprehensive identification of all relevant research reports and the precise representation of the information contained within each report being analyzed. Interpretive validity pertains to the thoroughness and objectivity of the researchers\u0026rsquo; portrayal of their insights or perspectives regarding the studies included in the meta-synthesis. Theoretical validity relates to the strength of the researchers\u0026rsquo; interpretations. In qualitative research synthesis studies, the primary data consists of findings from meta-synthesis reports. Therefore, theoretical validity in these contexts encompasses (a) the methodologies used by the researcher as a reviewer to develop the synthesis, and (b) the synthesis itself, which serves as an interpretation of the findings. Practical validity refers to the relevance and transferability of knowledge. In qualitative research synthesis studies, pragmatic validity addresses the applicability, timeliness, and translatability of the synthesized research or evidence produced by the researcher (Sandelowski \u0026amp; Barroso, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Sandelowski, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). To ensure descriptive, interpretive, theoretical, and practical validity, all researchers involved in this study conducted extensive searches to locate and compile relevant scientific literature related to the research topic. Additionally, two experts in meta-synthesis supervised the entire research process.\u003c/p\u003e \u003cp\u003eIn this study, disagreements in the coding process were addressed through a systematic approach to ensure accuracy and reliability. Initially, the researchers conducted a re-coding of the data, which yielded an agreement coefficient of 0.93, indicating a high level of consistency among their evaluations. To further validate the findings, a second reviewer was engaged in the coding process, resulting in an agreement coefficient of 0.87.\u003c/p\u003e \u003cp\u003eTo calculate the agreement coefficient, each reference was first coded independently by two researchers. The number of codes assigned by the first and second researchers was then extracted separately for each source. Subsequently, the Holsti coefficient formula (Formula 1) was applied to calculate the reliability coefficient.\u003c/p\u003e \u003cp\u003e(1) \u003cb\u003eHolsti Index\u003c/b\u003e= \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:\\frac{2\\times\\:NA}{NC1+NC2}\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003cp\u003e(\u003cb\u003eNA\u003c/b\u003e: Number of common coding cases between two coders \u003cb\u003eNC1\u003c/b\u003e: Number of primary coding goals \u003cb\u003eNC2\u003c/b\u003e: Total number of secondary coding goals)\u003c/p\u003e \u003cp\u003eThe same procedure was followed to calculate the agreement coefficient during the recoding process. Initially, the researcher performed the coding. After a week, the same reference was recoded. The number of codes from both coding sessions was then extracted, and common codes were identified. Finally, the Holsti coefficient was applied to calculate the agreement coefficient.\u003c/p\u003e \u003cp\u003eIn instances where discrepancies arose between the researchers' codes and those of the second reviewer, a collaborative discussion was held to examine the specific cases of disagreement. This dialogue allowed for a thorough review of the coding criteria and the underlying rationale for each code assigned. By engaging in this reflective process, the researchers were able to clarify their interpretations and reach a consensus on how to categorize the data accurately. Additionally, any unresolved disagreements were documented and discussed with the two experts whose feedback had been incorporated throughout the research process. Their insights provided an external perspective that helped to reconcile differing interpretations and enhance the overall interpretive validity of the research. This multi-faceted approach to resolving disagreements not only strengthened the reliability of the coding but also ensured that diverse viewpoints were considered, ultimately contributing to a more robust analysis of the data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eSeventh Step: Presenting Syntheses of Qualitative Research Findings\u003c/h2\u003e \u003cp\u003eIn the seventh step, the research concludes with the presentation of the findings.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eFirst, open coding was conducted to analyze intercultural competencies. To maintain the article's conciseness, only three scientific documents were coded. The documents reviewed in this research are listed in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOpen coding of research findings (2 documents as examples)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe text of the article\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOpen Coding\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReference\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026ldquo;The following approaches can be distinguished in the pedagogical concept\u0026nbsp;\u0026ndash; \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ecoexistence of cultures\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ecomparison of cultures\u003c/span\u003e, a\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003enti-racism\u003c/span\u003e, development of \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ecritical thinking\u003c/span\u003e, which can be considered as a pedagogical strategy for the development of intercultural competence.\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAwareness of cultural differences, Understanding of other\u0026rsquo;s Worldviews, Avoiding ethnocentrism (Anti-racism), Critical thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eBraslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026ldquo;Specifically, the undergraduate university students at Jacobs University describe intercultural competence in terms of External Outcomes (\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003einteraction\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003ecommunication\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eintercultural harmony\u003c/span\u003e), Attitudes (\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003etolerance\u003c/span\u003e/\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eacceptance\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003erespect\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eopenness\u003c/span\u003e), and Knowledge (\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eintercultural awareness\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eunderstanding of other\u0026rsquo;s worldviews\u003c/span\u003e, \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eculture-specific knowledge\u003c/span\u003e).\u0026rdquo;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEffective communication, Tolerance, Respect different opinions and cultures, Openness, Awareness of cultural differences, Understanding of other\u0026rsquo;s Worldviews, Culture-specific knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOdag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTo systematically organize and effectively reduce the data, central and selective coding was performed. At this stage, we focused on identifying codes that best encompass the conceptual framework of the relevant concepts. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e illustrates the themes, sub-themes, and components of intercultural competencies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCore and selective coding of research findings\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eComponent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSub-Themes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThemes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eReferences\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCulture-specific knowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eDevelopment of cultural information (cultural knowledge)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"11\" rowspan=\"12\"\u003e \u003cp\u003eKnowledge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMarek \u0026amp; Wu (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Pinto (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Hoskins \u0026amp; Sallah (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of cultural differences\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMayer et al. 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(\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-esteem\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSong \u0026amp; Yang (\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2016\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-acceptance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eO'Brien et al. 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(\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOpenness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eAttitude\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eMindset\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRamstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Jaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Pinto (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)z\u0026aacute;r (2014)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eValuing other cultures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSolhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Braslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAccepting difference\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Braslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Sage (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Wang et al. (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional stability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eSelf-management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"31\" rowspan=\"32\"\u003e \u003cp\u003eSkill\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGhorbani \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Wang et al. (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResolve internal conflicts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRamstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional regulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ghorbani \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Wang et al. (\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-control\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRamstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Mayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"12\" rowspan=\"13\"\u003e \u003cp\u003eEffective communication\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSaid (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Jaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Sabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), O'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Marek \u0026amp; Wu (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), Hoskins \u0026amp; Sallah (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eActive listening away from prejudice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRamstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Sabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Dervin \u0026amp; Hahl (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2015\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCompliance with social etiquette\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eIseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eArt of expression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ghorbani \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGood communication skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Odag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Dervin \u0026amp; Hahl (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Lantz-Deaton (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), Mayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Jaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbility to persuade\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSympathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSolhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAdaptability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSaid (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Odag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)z\u0026aacute;r (2014)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbility to express thoughts appropriately\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBraslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbility to use verbal and non-verbal tools\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGhorbani \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTolerance of ambiguity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Sage (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Iseminger et al (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAbility to create social networks with people\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMarek \u0026amp; Wu (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Vurdien (\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial initiative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOkken et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), O'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCollaboration skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eConflict management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOdag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Said (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Pinto (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Hoskins \u0026amp; Sallah (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), L\u0026aacute;z\u0026aacute;r (\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRespect different opinions and cultures\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOdag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Braslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), O'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e),\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResolve interpersonal conflicts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSaid (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Mayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAvoid judging others\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSaid (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Odag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Braslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), O'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAvoiding ethnocentrism (Anti-Racism)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Braslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLeadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSaid (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Okken et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Pharaoh \u0026amp; Li (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Odag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Mayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEstablish justice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eO'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Okken et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2022\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFlexibility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003ePersonal characteristic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRamstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Jaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Sage (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Pharaoh \u0026amp; Li (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Odag et al (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)z\u0026aacute;r (2014), Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHumour\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-efficacy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePharaoh \u0026amp; Li (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Kabir \u0026amp; Sponseller (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePatience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eJaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHumility\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-reflection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eO'Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCritical thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eBraslauskas (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), Vurdien (\u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), Hoskins \u0026amp; Sallah (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2011\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResilience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eGuti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e illustrates that the intercultural competencies of faculty members encompass three areas, eight main components, and 47 sub-components. In this section, the primary codes extracted during the open coding stage were compared iteratively. The 47 sub-components were identified through extensive references to the texts and multiple revisions, which involved establishing logical connections between the codes while removing and merging duplicates. Subsequently, based on the nature of these 47 codes and their conceptual relationships, a categorization process was undertaken, resulting in the identification of eight main components. Finally, a detailed examination of these components led to their reduction and reclassification into three overarching areas: knowledge, mindset, and skill. Ultimately, the intercultural competencies of the faculty members were represented in a model that integrates the codes derived from the research (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eIn this research, the intercultural competencies of faculty members were categorized into three themes: knowledge, mindset, and skills. These areas encompass eight sub-themes and a total of 47 components.\u003c/p\u003e \u003cp\u003eWithin the theme of knowledge, the components identified include cultural information development (cultural knowledge), self-awareness, and the enhancement of linguistic and meta-linguistic knowledge. The analysis highlighted that culture-specific knowledge, awareness of cultural differences, and understanding others' worldviews are essential elements of cultural information development. These findings are consistent with the work of Mayer et al. (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Marek \u0026amp; Wu (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Said (\u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Iseminger et al. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Solhaug \u0026amp; Kristensen (\u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Pinto (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e), and Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). It is important to note that these components not only facilitate effective communication across cultures but also enhance social and emotional skills. Therefore, prioritizing the development of these aspects among faculty members can significantly bolster their intercultural competence. Understanding culture-specific characteristics, values, and behaviors is crucial for successful interactions. Additionally, being aware of cultural differences helps prevent misjudgments and misunderstandings while fostering a deeper appreciation for diverse perspectives.\u003c/p\u003e \u003cp\u003eThe analysis also identified several components within the Self-Awareness category: understanding one\u0026rsquo;s identity, self-confidence, self-esteem, and self-acceptance. These findings align with studies by Sabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Iseminger et al. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)d Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). In terms of linguistic and meta-linguistic knowledge development, key components include understanding the principles of communication, awareness of the meanings of non-verbal communication, knowledge of customs and precautions, ability to interpret specific cultural signs, and understanding the manifestations of ethnocentrism. Similar findings were reported by Ghorbani \u0026amp; Dowlatabadi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Zhang \u0026amp; Zhou (\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), and Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), who emphasized these elements as vital for intercultural competencies.\u003c/p\u003e \u003cp\u003eIn the theme of Mindset, three components\u0026mdash;Openness, Valuing Other Cultures, and Accepting Differences\u0026mdash;were assessed. The studies by Sabet \u0026amp; Chapman (\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Singh (\u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Iseminger et al. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e)d Brien et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) support these findings. Collectively, these mindset components not only enhance success in intercultural interactions but also promote solidarity and empathy within diverse communities. Thus, fostering these attributes can significantly advance intercultural competence and contribute to more inclusive environments.\u003c/p\u003e \u003cp\u003eIn the skills theme, four sub-themes were identified: Self-Management, Effective Communication, Conflict Management, and Personal Characteristics. Self-Management refers to an individual's capacity to control emotions and reactions, enabling them to remain composed in challenging situations and make rational decisions (Lasanthika Sajeevanie, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This skill is particularly beneficial in cross-cultural interactions as it helps individuals navigate feelings arising from cultural differences while communicating effectively with others. The Self-management sub-theme included components such as emotional stability, resolution of internal conflicts, emotional regulation, and self-control. Effective communication is a cornerstone of intercultural competence; it involves clearly expressing thoughts and feelings as well as actively listening to others' perspectives (Sumaiya et al., \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Individuals with strong communication skills can engage with diverse cultures more easily and reduce misunderstandings. Effective communication was broken down into thirteen sub-components including empathy, active listening without prejudice, adherence to social etiquette, expression techniques, strong communication skills, persuasion abilities, adaptability in expression, appropriate verbal/non-verbal communication usage, tolerance for ambiguity, social networking capabilities, and social initiative. Conflict Management pertains to resolving disputes that may arise from cultural differences or varying expectations in multicultural settings (Lundula, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Those adept in conflict management can address issues constructively and find mutually acceptable solutions, thereby fostering cooperation and consensus. In Conflict management, identified components included collaboration skills, respect for diverse opinions and cultures, resolution of interpersonal conflicts without judgment towards others or ethnocentrism avoidance strategies like anti-racism efforts; leadership skills; and establishing justice within interactions. Personal characteristics encompass traits such as flexibility, humor, self-efficacy, patience, humility, self-reflection, critical thinking, and resilience\u0026mdash;qualities that enable individuals to navigate challenges in intercultural interactions effectively (Aksin, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Individuals who exhibit strong personal characteristics are generally better equipped to embrace diversity and benefit from a variety of cultural experiences. The findings from this study are supported by previous research conducted by Ramstrand et al. (\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Jaafari (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), Sage (\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Guti\u0026eacute;rrez-Santiuste \u0026amp; Ritacco-Real (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Pharaoh \u0026amp; Li (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Tomić \u0026amp; Čolić (\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Odag et al. (\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), Leung et al. (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)z\u0026aacute;r (2014), Caligiuri \u0026amp; Tarique (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), and Ko et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). By synthesizing these insights with existing literature on intercultural competencies among academic staff, this research contributes to a deeper understanding of how these competencies can be developed to enhance educational outcomes in increasingly diverse academic environments.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings from the study on intercultural competencies among faculty members provide valuable theoretical and practical insights that extend beyond existing models. By identifying 47 distinct components of intercultural competencies, this research presents a more nuanced framework. For example, while earlier frameworks may have primarily concentrated on knowledge and skills, this study emphasizes the importance of emotional traits such as empathy and openness, as well as the behavioral skills necessary for effective interaction in diverse contexts. This comprehensive approach can significantly enhance faculty training programs by ensuring that educators are not only knowledgeable but also emotionally intelligent and behaviorally proficient in intercultural settings.\u003c/p\u003e \u003cp\u003eThe synthesis of existing literature underscores that intercultural competencies are not merely desirable traits but essential components of effective pedagogy in diverse classrooms. Faculty members equipped with these competencies are better positioned to address the varied learning needs of students from different backgrounds, thereby enhancing student engagement and success. The study identifies key components of intercultural competencies, including cultural awareness, empathy, adaptability, and communication skills. These elements are interrelated and collectively contribute to a faculty member's ability to create an inclusive learning environment that respects and values diversity. Moreover, our analysis reveals that the development of intercultural competencies is an ongoing process that requires intentional effort and continuous professional development. Academic staff must engage in reflective practices, seek out intercultural experiences, and participate in training programs that focus on building these competencies.\u003c/p\u003e \u003cp\u003eFrom a managerial perspective, Institutions play a pivotal role in this development by providing resources, support, and opportunities for faculty to enhance their intercultural skills. This commitment not only benefits faculty members but also enriches the overall educational experience for students, preparing them to thrive in a multicultural world. Additionally, the findings suggest that institutional policies and practices must align with the goal of fostering intercultural competencies among faculty. This includes integrating diversity and inclusion into hiring practices, performance evaluations, and professional development initiatives. By prioritizing these competencies at the institutional level, universities can create a culture that values diversity and promotes intercultural understanding.\u003c/p\u003e \u003cp\u003eThe meta synthesis approach, while valuable for synthesizing qualitative research findings, has several potential limitations that should be acknowledged. One significant limitation is the variability in the quality of the included studies. Since meta synthesis relies on existing literature, the robustness of its conclusions is inherently tied to the methodological rigor of the studies being synthesized. If the original studies vary widely in quality\u0026mdash;ranging from well-designed, peer-reviewed research to less rigorous or anecdotal sources\u0026mdash;the resulting synthesis may reflect this inconsistency, leading to conclusions that may not be generalizable or reliable. To ensure the interpretive validity of this research, the perspectives of two experts were integrated throughout the research process. Additionally, the reliability of the coding was confirmed through a re-coding method conducted by the researchers (with an agreement coefficient of 0.93) and a second reviewer (with an agreement coefficient of 0.87). Moreover, the mindset involved in selecting and interpreting studies can introduce bias. Researchers may have differing opinions regarding which studies are relevant or how to categorize findings, potentially affecting the comprehensiveness and objectivity of the synthesis. This mindset can also influence how the components of intercultural competence are defined and understood, which may limit the applicability of the findings to different contexts. To mitigate this issue, researchers made a concerted effort to select studies collaboratively, thereby minimizing bias stemming from individual perspectives. The researchers conducted this study with these limitations in mind and employed strategies to minimize bias, ensuring that their conclusions are both robust and applicable in practice.\u003c/p\u003e \u003cp\u003eTo effectively implement the proposed model, institutions should develop comprehensive training programs specifically designed to enhance the identified intercultural competencies among academic staff. These programs may include workshops on cultural sensitivity that incorporate role-playing scenarios, allowing faculty to practice navigating cultural misunderstandings and develop strategies for fostering inclusive classroom environments. Additionally, mentorship programs can be established to pair experienced faculty with those less familiar with intercultural dynamics, facilitating knowledge transfer and providing practical insights into managing diverse classrooms. Intercultural communication courses should also be offered to equip faculty with effective strategies for engaging students from various backgrounds.\u003c/p\u003e \u003cp\u003eFurthermore, institutions need to establish clear diversity and inclusion policies that promote equitable hiring practices aimed at increasing faculty diversity while encouraging ongoing professional development in intercultural competence. Implementing assessment frameworks to evaluate faculty intercultural competencies will help track progress and identify areas requiring further development. However, several barriers may hinder the successful implementation of this model, including resistance to change among academic staff, limited resources, and a lack of awareness regarding the importance of intercultural competencies. To address these challenges, institutions can emphasize the benefits of intercultural competence for teaching effectiveness and student success by sharing success stories from peers who have adopted these practices.\u003c/p\u003e \u003cp\u003eFuture research on intercultural competence should focus on several key areas to enhance its understanding and application in educational settings. Conducting comparative analyses of the 47 identified components against existing frameworks is essential for identifying unique contributions and challenges. Investigating the applicability of these competencies across various educational contexts\u0026mdash;such as STEM fields versus humanities\u0026mdash;will facilitate their integration into curricula. Longitudinal studies examining the long-term effects of intercultural competence training on faculty effectiveness and student outcomes are necessary to assess changes in teaching practices over time. It is also recommended that future research incorporate variables such as the country's level of development and the university's international ranking into the model, and investigate their impact to gain a deeper understanding.\u003c/p\u003e \u003cp\u003eInterdisciplinary approaches that incorporate insights from psychology, sociology, and education can enrich the conceptualization and instruction of these competencies. Additionally, developing robust assessment tools to evaluate the cognitive, emotional, and behavioral dimensions of intercultural competence is crucial for future studies. Research should also explore how societal changes\u0026mdash;such as globalization and social justice movements\u0026mdash;impact competency development.\u003c/p\u003e \u003cp\u003eFinally, evaluating faculty development programs can reveal best practices for enhancing educators' intercultural competence while examining the role of technology in facilitating or hindering this development is equally important. Addressing policy implications related to diversity and inclusion in higher education will foster supportive environments for intercultural learning. By pursuing these avenues, future research can significantly advance our understanding of intercultural competence in higher education, promoting more inclusive educational practices that benefit all stakeholders involved.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThese authors contributed equally to this work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical statements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot obtained \u0026ndash; either because the research does not involve human participants or their data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudy does not involve human participants or their data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbdulfattah, O. 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Interventions to promote learners\u0026rsquo; intercultural competence: A meta-analysis. \u003cem\u003eInternational Journal of Intercultural Relations\u003c/em\u003e, 71(4), 31-47. https://doi.org/10.1016/j.ijintrel.2019.04.006\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Intercultural Competence, Knowledge, Mindset, Skill, Meta Synthesis","lastPublishedDoi":"10.21203/rs.3.rs-5443797/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5443797/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe aim of the current research was to identify the components of intercultural competencies among academic staff members. This study employed a qualitative approach using the meta synthesis, following the seven-step process outlined by Sandelowski and Barroso. Initially, valid articles published between 2010 and 2024 were extracted. After preliminary reviews, 31 articles were selected for more in-depth analysis, and components related to the intercultural competencies of faculty members were identified through open, axial, and selective coding methods. The study identified intercultural competencies across three main themes: Knowledge (including cultural knowledge, self-awareness, and the development of linguistic and metalinguistic knowledge), Mindset (encompassing attitude), and Skill (comprising self-management, effective communication, conflict management, and personal characteristics). In total, 47 components were identified and presented. Faculty members with intercultural competence are better equipped to prepare students for growth in diverse environments, ultimately fostering social cohesion and enhancing cultural understanding.\u003c/p\u003e","manuscriptTitle":"Identifying Intercultural Competencies Among Faculty Members: A Metasynthesis Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-28 09:17:01","doi":"10.21203/rs.3.rs-5443797/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"2b1da72e-00b3-431a-88b2-eae1e0952ccb","owner":[],"postedDate":"April 28th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":47741857,"name":"Humanities/Cultural and media studies"},{"id":47741858,"name":"Social science/Education"},{"id":47741859,"name":"Social science/Psychology"},{"id":47741860,"name":"Social science/Science technology and society"}],"tags":[],"updatedAt":"2025-06-25T09:24:15+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-28 09:17:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5443797","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5443797","identity":"rs-5443797","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}