Integrating Intercultural Competence in German Language Curricula at Nnamdi Azikiwe University

This study examines the extent to which intercultural competence is integrated into the German language curriculum at Nnamdi Azikiwe University, Awka, in Anambra State within the South East geopolitical zone of Nigeria. The growing importance of intercultural communication skills in globalised professional environments has prompted renewed interest in embedding cultural learning within foreign language education. However, Nigerian German language curricula have been criticised for prioritising linguistic form over cultural content. The study employs a document analysis approach to review course syllabi, examination question papers, and departmental programme outlines, supplemented by semi-structured interviews with six German language lecturers. The analysis evaluates the degree to which intercultural objectives are explicitly articulated and assessed in formal academic programmes. Findings indicate that while cultural topics are present in course content, intercultural competence as a measurable learning outcome is inadequately foregrounded in formal assessment schemes. The study recommends a curriculum revision process informed by European frameworks for foreign language education, adapted to the Nigerian sociolinguistic context. Practical suggestions include the introduction of project-based intercultural assignments and the use of video-conferencing tools to facilitate live interaction with German-speaking partners. Keywords: intercultural competence, German language curriculum, Nnamdi Azikiwe University, foreign language education, cultural learning.