Business games as a pedagogical tool for developing cross-cultural competence in linguistics education

Abstract

This study examines the use of business games, particularly business theatre, as a pedagogical strategy for developing cross-cultural competence among linguistics students of Generation Alpha. In response to global shifts and reduced access to authentic intercultural experiences, the study implemented a structured game-based learning module within a university-level foreign language course. A systemic approach was used to design and evaluate immersive role-play scenarios reflecting real-world intercultural challenges. The pedagogical experiment demonstrated significant improvement in students’ cultural awareness, adaptability, and communication skills. Results showed 60% of participants achieved a high level of cross-cultural competence after the intervention. The findings underscore the value of active learning methods in fostering critical intercultural understanding, particularly in digital-native student cohorts. Business theatre proved effective in bridging theory and practice, promoting empathy, and preparing future linguists for multicultural professional environments.