Category: Resources in ICD

Global Forum on Intercultural Competence 2026

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Global Forum on Intercultural and Global Competence, UNESCO, 20-23 April 2026 (was held online; resources now available online).

At the 2026 Global Forum on Intercultural and Global Competence held online between 20 and 23 April 2026, UNESCO participated to share the breadth of its experience in intercultural dialogue – bringing together insights from youth-led initiatives, field-based work and concrete policy tools developed across education, social and human sciences, peacebuilding and the digital sphere.

At a time of increasing polarisation, rapid technological transformation and rising geopolitical tensions, the Forum focused on a question that is becoming increasingly concrete for policymakers: how do institutions work across difference?

The opening youth plenary made the gap between institutional expectations and practical support visible in concrete, grounded terms. Five young leaders from UNESCO’s Youth for Peace: Intercultural Leadership Programme – Charlotte Courtois (France), Juan Cristiani (Uruguay), Sarah Noble (Canada), Noor Jehan Docrat (South Africa), and Ahmed Essam Haroun (Egypt) — drew on projects spanning inclusive education, community health outreach, climate and environmental action, youth arts initiatives, and peacebuilding in local communities.

Despite having different contexts, the young leaders’ experiences converged. Establishing trust takes time. Misunderstandings are often structural, not just interpersonal. Dialogue works when it is sustained, not one-off. And in many cases, institutions expect these capacities to exist without providing the support to develop them.

The following day showed how these challenges are being translated into concrete resources for institutions and policymakers. In higher education, UNESCO presented More than Welcome: Intercultural Integration of Migrants in and through Higher Education as a framework universities can use directly. The focus is on what happens after access: how students interact, how teaching is organised, and how institutions connect with their wider communities. By setting out five practical principles, the initiative helps universities move from enrolling diverse students to creating environments where that diversity leads to exchange, learning and social cohesion.

In fragile and conflict-affected contexts, the Intercultural Dialogue for Conflict Transformation policy brief series addresses a distinct set of pressures. Developed with four leading peacebuilding partners and informed by more than 25 country case studies, the series demonstrates the value of embedding dialogic approaches in the design and implementation of peace processes. Across four dimensions of conflict transformation, namely social cohesion, prevention, transitional justice, and reconciliation, the briefs show, through concrete examples, how dialogue can help rebuild trust, address grievances and support locally led pathways to durable peace and social resilience.

The Linguistic Landscape of International Public Spaces in Shanghai

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Li, W., & Wang, L. (2026). A study on the linguistic landscape of
international public spaces in Shanghai: A cosmopolitan translation
perspective. Humanities and Social Sciences
Communications.

Since the 1930s, Shanghai has evolved into a dynamic crossroads of Eastern and Western cultural exchange, increasingly positioning itself as a critical hub for global intercultural dialog. International communities in Shanghai, serving as microcosms of international coexistence, present a complex linguistic landscape where Chinese, English, Japanese, and Korean dominate public signage. This paper examines the cosmopolitan dimensions of translation practices within these communities’ linguistic landscapes, particularly focusing on the symbiotic relationship between textual and visual elements. By analyzing translation strategies for bilingual, multilingual, and multimodal signs, the study highlights how translation not only facilitates cross-cultural communication but also actively shapes urban internationalization. In global cities like Shanghai, cosmopolitan translation in public spaces subtly accommodates diverse populations while fostering a hybrid yet cohesive urban identity. Departing from conventional disciplinary boundaries, this research bridges translation studies, urban sociology, and cosmopolitan theory, proposing that translation functions as both a methodological tool and a conceptual framework for interdisciplinary inquiry. The findings aim to expand the theoretical scope of translation studies while offering practical insights for multilingual urban planning.

Navigating Intercultural Competence with ChatGPT

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Lee, L. M. (2025). Navigating intercultural competence with ChatGPT: Implications and recommendations for foreign language education. Journal of Language Teaching, 5(2), 1-8.

“Despite the increasing corpus of research concerning the application of ChatGPT in adaptive learning, grammar, and lexical acquisition in foreign language education (FLE), its effectiveness on the cultivation of intercultural competence (IC) as an essential learning outcome in FLE remains comparatively underexplored. This review article introduces the theoretical background and definitions of intercultural competence in second language acquisition (SLA) before analyzing empirical studies that examine ChatGPT’s cross-cultural performance across multiple languages, cultures, and methodologies. It then discusses the implications of utilizing ChatGPT for intercultural engagement in FLE. The article concludes by underscoring the imperative of critical artificial intelligence literacy (CAIL) among language learners and offers recommendations for best practices in FLE.”

Graphic Novels: A Pedagogical Device for Understanding Key Concepts in Global Migration

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Skop, Emily. (2024). Graphic novels: A pedagogical device for understanding
key concepts in global migration and encouraging empathy for the experiences of displaced
persons. The Geography Teacher, 21(2): 72-78.

This lesson plan prepared for faculty teaching geography should be of great interest to those in other disciplines teaching about migration given the novel approach used.

“Teaching global migration can prove difficult, given the subject’s complexity and its entanglement with social justice and human rights issues. To address these challenges, this lesson plan embraces graphic novels as an alternative media for engaging students in the subject of global migration. Graphic novels have many benefits when employed in the classroom because they support both visual and textual learning.

This lesson plan uses graphic novels to achieve the following learning goals:
* Explore and learn key geographical concepts related to global migration including space, place, movement, networks, scale, and territory.
* Engage with important theoretical themes discussed in migration studies such as citizenship and belonging, placemaking, intersectionality, identity, agency, and the role of the state in producing categories and policies that
shape the realities of displaced persons.
* Encourage empathy for the experiences of displaced persons through storytelling that provides both intimate and sensory expression.

The resulting outcomes illustrate that graphic novels are an excellent supplement to more traditional materials and that the topic of global migration takes on greater personal significance and becomes more tangible and relatable for students, most of whom likely have not experienced forced migration themselves.”

Towards Intercultural Adaptive Conversational AI

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Brandt, A., & Hazel, S. (2025). Towards interculturally adaptive conversational AI. Applied Linguistics Review, 16(2), 775–786 

“Among the many ways that AI technologies are becoming embedded in our social worlds is the proliferation of Conversational User Interfaces, such as voice assistants (e.g. Apple Siri and Amazon Alexa), chatbots and voice-based conversational agents. Such conversational AI technologies are designed to draw upon the designers’ understanding of interactional practices employed in human–human conversation, and therefore have implications for intercultural communication (ICC). In this paper, we highlight some of the current shortcomings of conversational AI, and how these relate to ICC. We also draw on ndings from Conversation Analysis to discuss how pragmatic norms vary across linguacultural groups (see Risager 2019 for a discussion of the term‘linguaculture’), noting that this poses further challenges for designers of conversational AI systems. We argue that the solution is to work towards what we call interculturally adaptive conversational AI. Finally, we propose a framework for how this can be conceptualised and researched, and argue that researchers with expertise in language and ICC are uniquely placed to contribute to this endeavour.”

Intercultural Communication in Digital Space

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Shakeeva, N., Andashova, R., & Jumalieva, G. (2025). Intercultural communication in digital space: Challenges and adaptation strategies. Bulletin of the Jusup Balasagyn Kyrgyz National University, 17(3), 59-67..

“The rapid development of digital technologies has necessitated a rethinking of intercultural communication processes in the virtual environment, where traditional models of interaction are undergoing significant changes. The relevance of this research stems from the need to adapt intercultural communication to the conditions of the digital environment, where the transformation of familiar forms of communication requires not only a new theoretical understanding, but also the development of applied approaches that take into account the specifics of online interaction. The aim of this article was to identify and comprehensively analyse the linguistic, sociocultural and pragmatic challenges arising in the process of digital intercultural communication, as well as to develop strategies for effectively overcoming them. The study used methods of linguistic analysis, a comparative-cultural approach, and discursive analysis of digital communication on various platforms. As a result, key risks characteristic of virtual intercultural interaction were classified, typical communication failures arising from a reduction in the contextual richness of messages, the ambiguity of visual and non-verbal components (emojis, memes, gestures), the transformation of etiquette norms, and the asynchronous nature of communication. It was found that cultural differences significantly influence the perception of distance, hierarchy, time, and communication style in the digital environment. It was also found that participants in communication often have difficulty interpreting the intentions of their interlocutors, which leads to misinterpretation and conflict. Based on the data obtained, recommendations have been developed aimed at forming flexible speech behaviour, developing digital politeness and increasing the level of intercultural digital competence. The practical value of the article lies in the applicability of its results in the field of education, in the training of specialists in the field of intercultural communication, as well as in the field of digital design of internationally oriented platforms and services.”

UNESCO: More than Welcome

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UNESCO. (2026). More than welcome:
Intercultural integration of migrants
in and through higher education. Paris, France: UNESCO.

More than Welcome is a new UNESCO publication developed by the Organization’s Social and Human Sciences (SHS) Sector. Against the backdrop of rising global displacement – now affecting more than 123 million people worldwide – the publication explores how higher education can help societies transform the challenge of displacement, and the consequences faced by receiving communities, into opportunities to foster more inclusive, cohesive and resilient societies grounded in intercultural integration, mutual understanding and shared belonging. (It is available open access – use the link in the header to download it.)

Reinterpreting Intercultural Dialogue for Sustainability in the Anthropocene Era

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Skrefsrud, T. A. (2025). Reinterpreting intercultural dialogue for sustainability in the Anthropocene era. Visions for Sustainability, 23, 277-291.

“This article explores the concept of intercultural dialogue in an era shaped by significant human impact on the planet, commonly framed as the ‘Anthropocene’. Addressing concerns that intercultural dialogue may be limited to human-centered interactions, the article argues that the Anthropocene narrative offers a critical and imaginative reassessment of intercultural dialogue, extending its scope beyond traditional anthropocentric perspectives. Furthermore, the article suggests that critically rethinking intercultural dialogue within the context of the Anthropocene can, in turn, lead to a more nuanced understanding of the Anthropocene narrative itself. Central to this argument is the need for a critical analysis within the Anthropocene discourse, highlighting how a small group of nations disproportionately contributes to climate change while the world’s most vulnerable communities bear the consequences. By situating intercultural dialogue within an ecological context, the article underscores its potential to challenge dominant narratives, amplify marginalized voices, and thus foster more just and sustainable ways of coexisting. Ultimately, the article calls for a deeper recognition of the interconnectedness of human and non-human life, ensuring that environmental awareness becomes a central component of intercultural communication and collaboration.”

Exploring Otherness as an Opportunity for Intercultural Dialogue in a Colombian Public University English Program

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Montoya López, J. C. & Jiménez Arango, M. A. (2025). Exploring Otherness as an opportunity for intercultural dialogue in a Colombian public university English program. Lenguaje, 53(2), e20414682.

“Embracing intercultural dialogue through Otherness can enable higher education institutions to ethically address intercultural issues in local communities facing globalization. Strategies such as the anglicization of the curriculum rarely address interculturality as they overlook its complex and polysemic nature. To shed light on this problem, we drew on intercultural education from a decolonial perspective to study the English program of a Colombian university that promotes internationalization from a territorial perspective. The research strategies included document analysis of 15 communicative tasks, English language faculty’ narratives, and students’ artifacts. To commit to decoloniality, we intertwined these strategies through diálogo de saberes (knowledge dialogues methodology) seminars with faculty. The findings suggest that the tasks openness to diversity and inclusion might contribute to intercultural dialogue but the subtle ways in which they reproduce colonial ideologies hamper it by impeding Otherness. This finding implies the need for decolonial professional development and further research.”

Cinema Translation and Intercultural Dialogue

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El Jemli, S., & Lamimi, I. J. (2025). Cinema translation and intercultural dialogue: A pathway to global understanding. International Journal of Linguistics, Literature and Translation, 8(9), 47-54..

“This study examines the relationship between cinema, translation, and intercultural communication. It explores how cinema acts as a medium for cultural exchange, fostering understanding across linguistic and cultural boundaries. Through audiovisual translation, particularly subtitling and dubbing, films become accessible to global audiences, bridging diverse cultural identities.

The paper reviews the evolution of translation theories, from literal approaches to intercultural methods. It highlights the challenges of conveying cultural expressions and nuances in subtitles, emphasizing the translator’s role as both a linguistic and cultural mediator. The study advocates for intercultural competence in translation to improve dialogue and reduce cultural misunderstandings in an increasingly globalized world.”