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Abstract
This research examines how an instructional intervention helped undergraduate college students develop intercultural competence in the context of a regular travel and tourism undergraduate university course. The rationale for this instructional intervention is based on the need for intercultural-competent individuals in the travel and tourism industry. The instructional intervention, called a scaffolding case study, created metacognitive stimuli to promote the students' intercultural competence development. The results show that when using the scaffolding case study, the number of students who showed intercultural competence development increased and their levels of intercultural competence increased as well. These outcomes reinforce the understanding among researchers that intercultural competence is not innate, that it must be learned. This study contributes to the literature on authentic learning pedagogy effectiveness as intercultural competence education is wanting in American travel and tourism curricula. The final conclusion of this research is that travel and tourism departments in higher education institutions must incorporate effective intercultural competence education in their programs to prepare their students for the challenges of the 21st century.