Bridging Cultural Gaps: An Analysis of Cross-Cultural Communication Competence at the University of Halabja

Authors

  • Hemn Mohammed Ali

    Department of English Language, College of Basic Education, University of Halabja, Halabja 46018, Iraq
  • zanyar Nathir Ghafar *

    Department of Radiology, Technical Institute of Sulaimani, Sulaimani Polytechnic University, Sulaymaniyah 46001, Iraq
  • Avin Amin

    Department of English Language, College of Basic Education, University of Halabja, Halabja 46018, Iraq
  • Solin Jabbar

    Department of English Language, College of Basic Education, University of Halabja, Halabja 46018, Iraq
  • Helin Kamal

    Department of English Language, College of Basic Education, University of Halabja, Halabja 46018, Iraq

DOI:

https://doi.org/10.55121/jele.v2i1.1026

Keywords:

Cross-Cultural Communication, Cultural Competence, Intercultural Communication, University of Halabja, Cultural Awareness, Teamwork, Adaptability, Kurdistan Region

Abstract

This study explores cross-cultural communication competence (CCC) at the University of Halabja in the Kurdistan Region of Iraq, where increasing cultural and linguistic diversity has created both valuable learning opportunities and notable communication challenges in academic settings. As higher education institutions in the region become more internationally and regionally diverse, understanding students' and lecturers' intercultural readiness has become essential. The study adopts a descriptive survey design and employs an online questionnaire adapted from Chen and Starosta's Intercultural Sensitivity Scale and Matveev and Nelson's CCC model. The questionnaire was distributed to 100 students and lecturers from various academic backgrounds who were conveniently selected. Frequency analysis revealed that most participants recognize the influence of culture on communication, demonstrate respect toward individuals from diverse backgrounds, and report patience in unfamiliar intercultural interactions, indicating relatively strong cognitive awareness and affective orientation. However, a high proportion of neutral responses regarding cooperation, flexibility, and willingness to engage in culturally challenging situations suggests uncertainty when participants face complex or unfamiliar intercultural tasks. Qualitative responses further highlighted respect, active listening, and adaptability as essential intercultural skills, although many respondents reported limited direct experience with intercultural conflict. Overall, the findings indicate a moderate level of cross-cultural communication competence: awareness and attitudes are evident, but behavioral confidence remains inconsistent. These baseline findings contribute to the limited empirical literature on CCC in Kurdish higher education and inform practical recommendations, including the integration of intercultural modules into curricula, the promotion of mixed-culture learning activities, and the implementation of scenario-based training to translate positive attitudes into effective communicative behavior.

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How to Cite

Ali, H. M., Nathir Ghafar, zanyar, Amin, A., Jabbar, S., & Kamal, H. (2026). Bridging Cultural Gaps: An Analysis of Cross-Cultural Communication Competence at the University of Halabja. Journal of Education and Learning Environments, 2(1), 62–76. https://doi.org/10.55121/jele.v2i1.1026

Issue

Vol. 2 No. 1 (June 2026): In Progress

Section

Research Article