Document Type : Original Article
Authors
1 Department of education sciences, Farhan Gian University, P.O. Box 14665-889,
2 Islamic Studies Department. Farhangian University. P.O. Box 889-14665. Tehran. Iran.
3 Department of Educational Sciences, Shahid Rajaee University, Tehran, Iran
Abstract
Background and Objective:
This study was conducted to analyze the structural characteristics and describe the status of cultural intelligence among female students at Farhangian University in Ilam.
Methodology:
The research employed a descriptive-survey design with a correlational approach. The statistical population comprised 357 female students at Farhangian University of Ilam. Using Cochran’s formula and simple random sampling, 150 participants were selected. Data were collected via the Cultural Intelligence Scale developed by Van Dyne et al. (2008) and analyzed using descriptive statistics and Exploratory Factor Analysis the reliability of the questionnaire was calculated by cronbach " s alpha coefficient which was 0.70 ) indicating the high reliability of the questionnaire . results showed that the construct validity of the construct was confirmed by
Findings:
The overall mean cultural intelligence score was 94.82 out of 140 (67.7%), indicating a moderate to high level of cultural intelligence among participants. Among the dimensions, the highest mean score belonged to the strategic dimension (5.03), while the behavioral dimension received the lowest mean (4.32). Exploratory Factor Analysis yielded a KMO value of 0.87 and a significant Bartlett’s test (p < 0.001), extracting four factors the theoretical four-dimensional structure of cultural intelligence. Additionally, demographic analyses revealed no statistically significant effect on cultural intelligence levels
Conclusion:
Students demonstrated strong performance in the strategic and cognitive dimensions but require improvement in the behavioral dimension. This finding highlights a gap between “knowledge” and “behavioral execution” in intercultural contexts. Its recommended that educational programs prioritize the development of intercultural behavioral skills.
Keywords
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