Exploring Intercultural Competence among Students in Sino-Foreign Universities: A DMIS-Based Case Study

This study explores how students at two Sino-foreign cooperative universities develop intercultural competence, using the Developmental Model of Intercultural Sensitivity (DMIS) as its framework. Qualitative methods, including document analysis and in-depth interviews, reveal that interactive learning environments, such as seminars and tutorials, contribute positively to students' understanding of cultural differences. The diversity of instructors enhances learning experiences, though opportunities for genuine intercultural communication remain limited. Findings suggest that most students transition from 'minimization' to 'adaptation', and some particularly in the humanities and social sciences-progress toward 'integration' within the DMIS framework.