A SCOPING REVIEW FOR DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE STRATEGIES MODULE FOR PRE-SERVICE TEACHERS IN ESL CLASSROOMS IN HIGHER INSTITUTIONS
DOI:
https://doi.org/10.35631/IJMOE.831087Keywords:
Intercultural Communicative Competence (ICC), ESL Teacher Education, Pre-Service Teachers, Scoping Review, Instructional Strategies, Higher EducationAbstract
Intercultural Communicative Competence (ICC) is increasingly recognised as a critical component of English as a Second Language (ESL) teacher preparation in multicultural higher education settings. This scoping review maps current evidence on ICC strategies for pre-service teachers and identifies promising practices and research gaps. Guided by the Arksey and O’Malley framework, studies published between 2020 and 2025 were retrieved from ProQuest, Education Resources Information Centre (ERIC), and Semantic Scholar, with 30 articles retained as the final included studies after screening. Findings indicate that constructivist learning, problem-based learning, virtual exchange, and service learning are commonly reported to support intercultural awareness, critical thinking, and reflective practice. However, fragmented curriculum integration and limited practical implementation persist. Evidence from Malaysia remains limited, particularly regarding the systematic integration of ICC strategies into teacher preparation. The review highlights the need for structured, context-sensitive ICC modules to better prepare pre-service teachers and informs the development of an ICC strategies module for higher education institutions.
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