Summary Preface：

As the world becomes more interconnected, education systems face the imperative to cultivate talents equipped with intercultural understanding and communication skills. A study presented at the 2024 Third International Scientific-Practical Conference "Linguistics in the Digital Age: Current Issues and Future Prospects" examines strategies and implementation of intercultural education policies in the context of globalization. It underscores the importance of curriculum development, teacher training, and cultural exchange programs in fostering educational inclusivity.

Globalization is reshaping the structures and objectives of education systems, positioning intercultural education policies as a pivotal issue for enhancing inclusivity and equity. Educators today are tasked not only with imparting knowledge but also with nurturing students' intercultural understanding and adaptability.

A 2024 study published in SHS Web of Conferences emphasizes that curriculum design should actively integrate multicultural elements and guide students to comprehend the historical and social contexts underlying diverse cultures. Such "cultural literacy" not only enhances cognitive abilities but also fosters values of respect for differences.

Meanwhile, teachers' intercultural competence is becoming a key indicator of global educational reform. Countries such as Finland and Singapore have incorporated cultural reflection and multilingual teaching practices into teacher training programs to improve educators' adaptability in diverse classrooms. UNESCO further highlights in its reports that teachers with cultural empathy are vital levers for advancing educational equity.

However, challenges persist. Cultural biases, resource disparities, and local variations in policy implementation often hinder the effective rollout of intercultural education. Researchers recommend that policymakers establish flexible adjustment mechanisms based on respect for regional differences while promoting multi-stakeholder collaboration, including participation from minority groups.

Notably, academia is also re-examining the epistemological frameworks of intercultural studies. A 2024 study in Frontiers in Psychology calls for dismantling monolithic methodologies, advocating instead for the integration of diverse epistemologies and indigenous knowledge systems to advance truly inclusive cross-cultural research partnerships.

In summary, the advancement of intercultural education policies is not merely an institutional endeavor but a transformation of educational philosophy. In an era of growing global diversity, education must create public spaces that bridge cultural divides—a vision championed by Cross-Cultural Education Studies.