<![CDATA[This study examines intercultural competence in learning German as a foreign language through a systematic literature review approach. Intercultural competence is a multidimensional ability that includes knowledge of the target culture, awareness of cultural differences, openness and empathy, and skills to communicate effectively in cross-cultural contexts. The literature review shows that German language learning cannot be separated from the cultural dimension, so the integration of intercultural competence is a necessity in the learning curriculum. This study identifies three main dimensions of intercultural competence: cognitive, affective, and behavioral, which require active and experiential teaching strategies such as critical incident analysis, intercultural simulations, and ethnographic projects. Teachers play a central role as facilitators who create a learning environment that supports intercultural exploration and develops learners' critical awareness. The implementation of intercultural competence teaching in Indonesia faces challenges such as limited direct exposure to the target culture, significant cultural differences, and institutional constraints. Assessment of intercultural competence requires a holistic and qualitative approach through reflective portfolios, behavioral observations, and ongoing formative assessment. This research provides important implications for the development of a German language curriculum that explicitly integrates intercultural competence to produce learners who are linguistically competent and able to function as effective intercultural mediators in a global context.]]>
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