Integrating Intercultural Competence into the Curriculum: A Catalyst for Critical Thinking in Thai Tertiary Education
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Abstract
In Thai tertiary education, the adoption of intercultural competence represents a modern teaching approach. This paper seeks to unveils the potential of integrating intercultural competence into the curriculum to enhance critical thinking skills. The examination centers on two key components: intercultural competence and critical thinking. Initially, the paper delves into the origins and advantages of intercultural competence, outlining its frameworks. Subsequently, it addresses the challenges associated with teaching intercultural competence in Thai tertiary education and provides a general understanding of critical thinking. The article posits a connection between intercultural competence and critical thinking, asserting that intercultural competence has the potential to augment critical thinking for five primary reasons. These include the alignment of characteristics such as 'holistic' and 'judiciousness' in both cultural understanding and critical thinking frameworks, the shared learnability through inquisitive and analytical skills, the dynamic nature of open-minded critical thinking, the confidence-building aspect in reasoning against ethnocentrism, and the mutually reinforcing and systematic support of these elements. Consequently, the integration of intercultural competence into instructional practices holds substantial promise for cultivating critical thinking skills among tertiary students.
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