A Quantitative Assessment of Teachers’ Intercultural Competence in Higher Vocational Education in the Context of Internationalization at Home with a Downward Logistic Regression Model

Abstract Aiming at the current problem of quantitative assessment of teachers’ intercultural competence in the context of internationalization at home, this paper constructs an assessment model of intercultural competence that integrates K-Means clustering and logistic regression algorithm. With the key influencing factors of intercultural competence as the independent variables, the model was used to cluster teachers by K-Means clustering. Afterwards, the correlations between variables and teachers’ intercultural competence were analyzed and assessed. In this paper, teachers are divided into four categories according to their scores in the six comprehensive evaluation indexes, and the average scores of the four categories of teachers in the six evaluation indexes are 71.38, 71.42, 67.59, and 86.63 in that order. In the context of internationalization at home of higher vocational education, teachers’ mastery of foreign cultural knowledge is in the form of normal distribution, and their mastery is mainly distributed between 65% and 85%; the correlation coefficients between the six variables are small (<0.42), and there is no problem of multicollinearity. The baseline distribution of teachers’ scores was mainly concentrated between 80-95 points, and the number of teachers with baseline scores of <85 points and >95 points or more was significantly reduced. The peak point of teachers’ score density also appeared around 94 points. It can be seen that the number of people with good intercultural competence is higher than the number of people with poor competence, and the vast majority of them, on the other hand, are concentrated in the middle-upper level.