Cultivation of Intercultural Sensitivity among Students and Teachers in the Tertiary Level

Globalization has heightened the necessity for intercultural sensitivity in education, particularly for engineering students who must navigate multicultural professional environments. This study employed a descriptive-quantitative approach to assess intercultural sensitivity levels among students at Nueva Ecija University of Science and Technology. 392 students and 33 English teachers participated, selected through purposive and simple random sampling to ensure diverse representation across engineering disciplines.Results indicated that students exhibited moderate intercultural sensitivity, demonstrating openness to cultural engagement but facing challenges in confidence and enjoyment. Teachers displayed high levels of cultural awareness and inclusivity, though they encountered difficulties in addressing cultural misunderstandings and integrating diverse cultural perspectives in teaching.The findings highlight the need to enhance intercultural competence in engineering education through targeted curricular interventions, including integrating cultural sensitivity training into English courses and expanding exposure to multicultural experiences. These insights serve as a foundation for educators, administrators, and policymakers in developing strategies to better equip students for cross-cultural interactions in their academic and professional careers.