Intercultural Communicative Competence (ICC) is a crucial issue for the internationalization of higher education. In recent years, intercultural online learning has gradually become a new form of internationalization in higher education, which presents both challenges and opportunities for enhancing students' ICC. This study constructs an analytical framework for ICC within the context of online learning, drawing from existing research on ICC and classroom environment theory. Leveraging the "Global Integrated Classroom Learning Survey" by Tsinghua University's Global Integrated Classroom Teaching Research Group, 141 valid samples were collected and analyzed through descriptive statistics and regression analysis. Two main conclusions were drawn: (1) Students generally exhibit a relatively high level of ICC in online learning contexts, yet differences in ICC exist among different student groups; (2) Within online teaching, three contextual features—information literacy, instructional scaffolding, and technological support—significantly influence university students' ICC.

First Page


Last Page


Ethics Approval


Declaration Statement