Philosophical Insights into Intercultural Communicative Competence: Cultural Value Transmission from Curriculum Design to Classroom Practice in English Education

competence (ICC) development in English language learners using a mixed methods approach. Data collection involved surveys for both teachers and students, along with semi-structured interviews to gain deeper insights into their experiences with the curriculum. The analysis revealed a gap between teacher preparedness and student experience regarding specific curriculum elements. While teachers reported feeling moderately prepared on aspects like using communicative tasks and integrating experiential learning, student perceptions of the curriculum's effectiveness in these areas were slightly lower. This suggests a need for further training or curriculum adjustments to ensure students fully benefit from these strategies. Role-plays emerged as the most engaging activity, with both high teacher emphasis and student participation. Discussions also fostered active participation, while debates and presentations saw moderate levels of student engagement. Activities with higher teacher training emphasis, such as role-plays and discussions, resulted in higher student engagement. Debates and presentations, which received somewhat less teacher training focus, saw lower student engagement. This suggests that providing teachers with adequate training on specific curriculum elements can significantly enhance student participation and potentially their learning outcomes.