Abstract

Conclusion. The study validates the theoretical implications of the intercultural competency theory and social learning theory. Hitherto emphasizes the cultural competence training workshops for the teachers and faculty administrative staff for better student experiences and sustainable academic growth. The study's conclusions suggest that higher education institutions must develop a clear framework incorporating cultural competence programs for capacity building of their workforce elements to increase sustainability among national and international students.

Keywords: Teaching pedagogy; Cross-cultural communication; Sustainable development; Chinese students; Chinese universities.

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