American Research Journal of Humanities and Social Sciences

The expansion of international digital commerce has transformed the skills required for participation in global markets, placing intercultural competence at the forefront of cross-border business education. Alongside the increasing influence of e-commerce ecosystems and digital communication platforms, universities are expected to equip students with the cultural and communicative capabilities needed to engage effectively with international stakeholders. In China, this objective is further complicated by limited access to several global social networking platforms, creating distinctive challenges for students preparing for international business careers. Although previous studies have examined the development of intercultural competence, existing evidence remains fragmented because of variations in research contexts, participant groups, and theoretical perspectives.

To consolidate current knowledge, this study presents a systematic literature review of research examining the factors that contribute to intercultural competence among Chinese university students, with particular attention to learners involved in cross-border e-commerce and related international trade disciplines. The reviewed literature was synthesized through thematic analysis to identify recurring patterns and influential determinants across diverse educational and professional settings.

The research identified six interrelated dimensions that consistently support the development of intercultural competence: meaningful intercultural interaction, proficiency in business English communication, a global mindset, comprehensive cultural understanding, adaptive capability in multicultural environments, and entrepreneurial orientation. Collectively, these dimensions strengthen students' preparedness for international collaboration and improve their capacity to respond to the demands of global business.