Аннотация
While CLIL promotes intercultural awareness, it remains unclear how science teachers incorporate intercultural competence into their classroom practices. This study explores science teachers’ understanding of culture and intercultural competence within a CLIL-based curriculum where English is the medium of instruction. A qualitative method was used, including semi-structured interviews, document analysis, and a brief online binary-response survey to examine science teachers’ perceptions of culture and intercultural competence. New insights emerged, though the overall findings are consistent with previous research. It was observed that most teachers showed increased intercultural sensitivity, awareness of diversity, and perspective-taking, indicating an ethnorelative stance. Curriculum vitae analysis also showed a positive impact of professional background on teachers’ intercultural communicative competence. Interestingly, language was seen both as a barrier and as a cultural tool for global access. Additionally, translanguaging practices were observed. Teachers also recognised the spontaneous use of culturally responsive practices in science teaching, despite limited institutional support and training. Ultimately, this article advocates for critical reflection and the adoption of international educational practices from the perspective of the source culture.