Author(s): Yun Yilin

Abstract: Against the background of globalization and the intensive implementation of the Belt and Road Initiative, the frequency and depth of intercultural communication have reached an unprecedented level, making communication conflicts caused by cultural differences a core issue that must be addressed in fields such as international Chinese education. Grounded in Hofstede's Cultural Dimensions Theory, Ting-Toomey's Face-Negotiation Theory, and Berry's Intercultural Competence Model, this study takes the researcher's firsthand cross-cultural interaction cases involving China-South Korea, China-U.S., and China-Italy dyads (with the researcher assuming the roles of event organizer, Chinese language teacher, and international student respectively) as empirical samples. It systematically analyzes the influence mechanisms of key cultural dimensions—including power distance, individualism versus collectivism, uncertainty avoidance, and long-term orientation—on communicative behaviors in international Chinese education scenarios. The findings indicate that cognitive biases derived from insufficient perception of cultural dimension differences constitute the primary source of intercultural communication conflicts, while three-dimensional strategies consisting of systematic cultural cognition construction, targeted empathic ability training, and scenario-based behavioral adjustment are key pathways to enhancing intercultural communication competence. Following an analytical logic of "theoretical framework construction–case empirical validation–enhancement path refinement," this paper not only supplements empirical evidence for the application of cross-cultural communication theories in international Chinese education but also provides actionable practical guidance for Chinese language teachers, international education managers, and overseas students, thereby enriching the empirical research system of intercultural communication in the field of international Chinese education.

Keywords: Intercultural communication; Cultural Dimensions Theory; Communication conflicts; Intercultural competence; International Chinese education.

Article Info: Received: 02 Oct 2025; Received in revised form: 01 Nov 2025; Accepted: 06 Nov 2025; Available online: 11 Nov 2025

DOI: 10.22161/ijels.106.5