Global competency is a crucial ability for students in higher education to navigate a variety of social and professional contexts in today’s interconnected world, as globalization has heightened cross-cultural interactions. This qualitative case study explores the role of the English and Intercultural Communication (EIC) course activities in developing global competence among higher education students by examining their perceptions and identifying key intercultural skills, attitudes, and knowledge fostered through the course. The research focuses on seventh-semester students who have taken the course (EIC group) and third-semester students who have not (Non-EIC group) at the Islamic State University of Walisongo. Data were collected through student global competence assessments based on the PISA 2018 Global Competence framework and Focus Group Discussions (FGD) to compare EIC and non-EIC students. Findings indicate that EIC students have slightly more global competence. They reported a deeper understanding of global issues, development in perspective-taking, global-mindedness, and intercultural communication skills through the EIC course. However, multilingual proficiency is not greatly enhanced by the course. Despite its contributions, the study is limited by its focus on a single institution and discipline, restricting the generalizability of findings.
Keywords: English and Intercultural Communication Course, Global Competence, PISA 2018 Global Competence Framework