Promoting intercultural competence through SDGs-integrated PBL curriculum: A virtual exhibition peer feedback approach

Abstract

Intercultural competence (IC) is a vital capability in higher education, yet limited opportunities for authentic intercultural interaction in many Asian EFL contexts constrain its development. This study examined the effectiveness of a Sustainable Development Goals (SDGs)-integrated Problem-Based Learning (PBL) curriculum in enhancing IC among Taiwanese university students. The intervention combined global problem-solving activities with virtual peer feedback on Virsody, a web-based 3D exhibition platform that supports intercultural exchange. Using a mixed-methods design, 107 participants completed the Intercultural Competence Scale (ICS) at three time points, and 23 students participated in semi-structured interviews. Repeated-measures ANOVA results revealed significant improvements in students’ IC scores, while qualitative findings indicated that anonymous virtual peer feedback promoted reflection, empathy, and openness to diverse perspectives. The integration of SDGs (content), PBL (process), and Virsody (medium) operationalized IC development through collaborative, experiential, and technology-enhanced learning. The study contributed to intercultural education theory by demonstrating how sustainability-oriented and digitally mediated pedagogies can foster measurable intercultural growth. Practically, it offers a replicable model for incorporating global citizenship education into EFL curricula through authentic, reflective, and collaborative learning experiences.