Exploring the Development of Intercultural Competence through Pedagogical Drama

Traditional pedagogy often fails to translate internal cultural competence into external behavior. This qualitative case study investigates how a drama course shapes the intercultural competence of four Malaysian undergraduates from internal attitudes to external application. Findings reveal that while drama fosters internal empathy, performative overload and stereotypes hinder unscripted external application. The discussion highlights latent competence, demonstrating how environmental homogeneity and peer gatekeeping paralyze behavioral readiness. Conclusively, while drama builds internal intercultural architecture, true communicative competence heavily relies on diverse, willing interlocutors.

intercultural competence, process drama, embodied pedagogy, latent competence, higher education, Malaysia.

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