"intercultural knowledge" is a correct and usable phrase in written English.
You can use it when referring to knowledge about the customs, norms, and values of different cultures. For example, a multinational company might require employees to have a broad base of intercultural knowledge in order to understand the diverse needs of their customer base.
Nevertheless, the order of improvement of learners' IC components was intercultural knowledge, skills, attitudes, and awareness.
This may be that intercultural knowledge is easier to acquire than the other IC components.
The four IC components (intercultural knowledge, attitudes, awareness, & skills) developed significantly in a similar pattern.
Therefore, learners developed their intercultural knowledge most and their intercultural awareness least.
Intercultural knowledge development was identified considering the change and growth in student knowledge.
Furthermore, practical considerations for cultivating intercultural knowledge during short-term study abroad programs were discussed.
Consequently, we argue that giving healthcare professionals training in cultural competency, i.e. programmes aimed at increasing healthcare professionals' intercultural awareness, knowledge and communication skills [ 43], is insufficient on its own to avoid conflict.
It consists of language competence (linguistic, sociolinguistic, and discourse competence) and intercultural competence (attitudes, knowledge, skills, and awareness) that help one to be able to successfully integrate in a multicultural society (adapted from Bennett & Bennett, 2004; Byram, 1997; Fantini, 2001; Sinicrope et al., 2007).
The interviews focused on: their perceptions of how well the hospital covers the needs of the indigenous population; barriers to healthcare that the indigenous population faces; their participation in intercultural workshops; their knowledge of traditional practices; their perceptions of TBAs; and their opinions about the Casa Materna program.
Moreover, English language education should equip learners with the knowledge of intercultural communication and the ability to use it effectively in order to bridge cultural differences and achieve more harmonious, productive relations (Samovar, Porter, & McDaniel, 2012).
Staff members' varied backgrounds are considered a resource in providing P-MFH care, whether it is because of their own personal experience of migration, language knowledge or intercultural experiences.
