The contemporary educational landscape increasingly requires university graduates to possess not only linguistic proficiency but also intercultural communicative competence. The ability to communicate effectively across cultural boundaries has become essential in academic, professional, and social contexts. This study examines the role of integrative foreign language teaching in developing intercultural communicative competence among higher education students. Drawing upon communicative language teaching, sociocultural theory, and intercultural education principles, the article proposes an instructional model that integrates language skills, cultural awareness, collaborative learning, and reflective practice. The findings suggest that integrative language instruction significantly enhances students’ intercultural sensitivity, communication skills, cultural empathy, and readiness for global engagement. The study highlights the importance of embedding intercultural learning within language curricula to prepare students for participation in multicultural environments.