Exploring Intercultural Competence in China-Cameroon Academic Exchanges: Teachers' and Students' Perspectives

Abstract This study offers an in-depth exploration of the development of intercultural competence within the context of China-Cameroon academic exchanges, focusing on the distinct perspectives of both teachers and students. As intercultural competence becomes an increasingly essential skill in the era of globalization, its role in fostering effective cross-cultural communication and collaboration in academic settings is critical. This research employs a mixed-method approach, integrating quantitative surveys with qualitative interviews to provide a nuanced understanding of how participants experience and cultivate intercultural skills during their involvement in academic exchanges. The study reveals that intercultural competence is largely developed through various pathways, including language learning, cultural immersion, and everyday social interactions, which allow both students and teachers to navigate cultural differences, broaden their worldviews, and enhance their communication abilities. Nonetheless, the research also uncovers significant challenges faced by the participants, such as language barriers, limited institutional support, and cultural misunderstandings, which can hinder the full realization of intercultural competence. These challenges are particularly pronounced in the realms of curriculum design, language proficiency, and institutional frameworks that do not always align with the needs of a diverse academic audience. Furthermore, the findings shed light on the different levels of preparedness and adaptability among participants, with some excelling in intercultural settings while others struggle to overcome cultural divides. The results underscore the importance of developing more tailored and supportive strategies to better facilitate the acquisition of intercultural skills, enhancing the effectiveness of academic exchanges and fostering deeper cooperation between Chinese and Cameroonian educational institutions. By addressing these challenges and building stronger intercultural bridges, this study offers valuable insights for policymakers, educators, and institutions seeking to optimize the benefits of international academic partnerships and promote more inclusive, culturally responsive education systems. Keywords: China-Cameroon exchanges, Cultural communication, Intercultural competence, Students' views, Teachers' views.