Abstract
This study investigated how Japanese language teachers perceived and approached the development of intercultural competence (IC) in their teaching. Drawing on semi-structured interviews with four qualified Japanese language teachers, the research explored both the benefits and challenges of incorporating IC into language education. While most participants showed strong interest in fostering IC, they also expressed concerns about insufficient knowledge and instructional methods. The findings revealed a gap between teachers’ intentions and actual classroom practices, highlighting the need for further support, training, and curriculum integration to promote effective IC instruction in Japanese language education.
