Developing Intercultural Communication Competence Through Multinational Service-Learning Program

This study examines the impact of a multinational service-learning program on the development of intercultural communication competence (ICC) and the reduction of intercultural communication apprehension (ICA) among international and Korean university students in South Korea. Participants collaboratively planned and conducted educational volunteer activities at a local kindergarten, engaging in real-world intercultural interactions. Quantitative data revealed a statistically significant improvement in “knowledge of others,” a cognitive domain of ICC, while other components, including ICA, showed positive trends without reaching significance. Qualitative analysis supported these findings, highlighting gains in cultural awareness, mutual understanding, and openness toward future multicultural engagement. However, behavioral aspects of ICC, such as teamwork and communication skills, were less emphasized. These results suggest that short-term, structured, and reflective service-learning programs can foster cognitive and attitudinal aspects of intercultural competence, particularly when participants from diverse backgrounds engage as equal partners. Nonetheless, the small sample size limits generalizability, pointing to the need for expanded and longer-term studies. This research underscores the value of integrated intercultural learning models in Korean higher education, where inclusive and experiential approaches remain underdeveloped.