Abstract
This study explores the determination of intercultural communicative competence (ICC) and the formation of communicative leadership competence (CLC) in students, particularly focusing on the relationship between these two competencies. The development of ICC and CLC is crucial in an increasingly globalized world, where effective communication across cultural boundaries is essential. The research employs a mixed-methods approach, combining both quantitative and qualitative data collection methods to provide a comprehensive understanding of these competencies among students. The quantitative part of the study aims to assess the students’ level of ICC and CLC using standardized tests and surveys. The sample consisted of 120 students, divided into two groups: 60 with advanced language proficiency and 60 with beginner to intermediate proficiency. Data was collected through tools such as the Intercultural Communication Inventory and a Self-Reported Likert Scale for ICC, and the Leadership Competence Scale and 360-Degree Feedback for CLC. The results of the study show that students with higher language proficiency and increased intercultural exposure tend to exhibit higher levels of ICC and CLC. A positive correlation was found between ICC and CLC, indicating that students who are more competent in intercultural communication are also more likely to demonstrate effective communicative leadership skills. Furthermore, the study identified that the development of these competencies is influenced by factors such as exposure to diverse cultural settings, participation in intercultural activities, and leadership training programs.