Thematic content analysis, as described by Castleberry and Nolen (2018), was employed. Students’ responses were grouped under the six ICC components using the frameworks of Sercu (2002) and Safa and Tofighi (2021). Responses expressing empathy, openness, respect, and curiosity were coded under “attitudes”; those indicating a desire to learn or understand other cultures were coded under “knowledge and understanding”; while statements related to interaction, comparison, or interpreting were categorised under the respective skills categories. Responses demonstrating awareness of discrimination or willingness to act were classified as “action,” and reflective or evaluative comments about cultural values and behaviours were grouped under “critical cultural awareness/political education.” Any new emergent responses were added to relevant categories with explanation.

Patterns and themes were identified following Braun and Clarke’s (2006) approach. Attention was given to variations based on students’ age, English proficiency, and cultural background, including the potential influence of cultural affiliation. Common responses were considered using Eken’s (2015) method, and the findings were compared with those from the parents’ and teachers’ interview studies to explore consistency and divergence in perspectives.