Part 1 analysed the conceptual relationship between language and culture in the documents. It examined whether language is treated as a means for acquiring cultural knowledge, or if language and culture are viewed as inseparable.

Part 2 explored the types of culture presented, distinguishing between target cultures (English-speaking countries), international cultures (non-English-speaking countries), or both.

Part 3 focused on aspects of culture (big C, little c, and deep culture), investigating whether these elements were presented in ways that promoted critical engagement and intercultural sensitivity.

Part 4 investigated the presence of ICC components (attitudes, knowledge and understanding, skills of discovery and interaction, interpreting and relating, action, and critical cultural awareness/political education), based on the frameworks developed by Byram (1997) and Barrett et al. (2014).

Part 5 examined the roles assigned to teachers and students in the development of CDA and ICC. This included a focus on cognitive and affective development and whether learners were positioned as active participants or passive recipients.