Abstract
This auto-ethnography explored the development of intercultural communicative competence (ICC) during a one-year internship at Michigan State University (MSU) in the USA, undertaken by a visiting scholar from Kazakhstan. The auto-ethnography study investigated how navigating the academic and social environment of the United States aided in the development of intercultural communicative competence through reflective analysis of personal narratives and intercultural encounters. The auto-ethnographic method placed these experiences within the larger framework of ICC theory while highlighting significant instances of cultural learning, adaptation, and conflict resolution. The auto-ethnographic approach highlighted key moments of cultural knowledge, adaptation, and conflict resolution while situating these experiences within the broader framework of intercultural communication theory. This article provided insights into the lived experiences of international scholars, contributing to a deeper understanding of how academic exchange programs foster intercultural communicative competence. The reflective journey captured in this study emphasized the role of experiential learning in adapting to diverse communicative practices and managing cultural misunderstandings. The study demonstrated how immersion in an academic setting overseas challenges and enhances one’s identity as a communicator and learner through everyday encounters with American professors, students, and colleagues. The analysis of these interactions revealed how moments of discomfort and cultural difference can catalyze ICC development. Additionally, the study addressed the impact of cultural self-awareness, examining how the scholar’s Kazakhstani background influenced their perception and response to the American social and academic landscape. Lastly, this auto-ethnography study emphasized the value of institutional resources and encouraged mentorship in promoting fruitful cross-cultural interactions, highlighting the transformative potential of international academic mobility. Moreover, findings reveal key moments of cultural adaptation, communication challenges, and identity negotiation. The study highlights the role of mentorship, institutional resources, and experiential learning in facilitating intercultural competence. It provides practical recommendations for host institutions, international scholars, and academic programs to enhance cross-cultural exchange experiences. The implications extend to the design of international mobility programs that support scholars’ adaptation and professional growth.