Abstract

This article critically examines how intercultural competence (IC) is developed and evaluated, particularly in the context of virtual exchange (VE). It considers how prevailing applications of IC models often underemphasize the relational, dynamic, and co-constructed nature of intercultural learning in VE. Drawing on recent empirical research from VE contexts (McHugh, 2024), the article highlights how peer feedback and collaborative meaning-making can strengthen existing approaches to IC development and evaluation. Grounded in social constructionist theory, the article proposes a conceptual pedagogical framework that situates IC development and assessment in VE within processes of co-construction, relational accountability, and peer-informed evaluation. The article concludes by outlining practical implications for teaching and learning, while also identifying how this approach might support more inclusive and responsive IC practices in virtual environments.