The Impact of Intercultural Communication Teaching in University Linguistics Courses on the Development of Students International Perspectives from a Classical Grounded Theory Perspective: A Case Study of Domestic and International Language Majors

In the context of deepening globalization, cultivating students intercultural communication competence and international perspectives has emerged as a crucial objective in the education of language majors within higher education institutions. This study focuses on the role of intercultural communication teaching within university linguistics courses and explores its impact mechanisms on the development of students international perspectives. Adopting the classical grounded theory approach, the research targets domestic and international students majoring in languages. Data were collected through semi-structured in-depth interviews and analyzed using open coding, axial coding, and selective coding to identify core categories and construct an influence pathway model. The results indicate that intercultural communication teaching enriches students cultural awareness, reshapes their attitudes, and enhances their intercultural communicative competence, significantly expanding their international perspectives. The pathway model reveals the internal mechanisms by which intercultural communication teaching influences students global outlook, and underscores the importance of integrating such pedagogy into language curricula to foster global competence.