'Like a 6-year-old dropped on Mars without parents': faculty members' intercultural competence and cultural adaptation in the UAE

This study examines the intercultural competence and sociocultural adaptation of international faculty members (IFMs) in the United Arab Emirates (UAE), a highly multicultural educational setting. Using a mixed-methods approach, the study explores IFMs' adaptation experiences and the impact of multicultural teaching training. Quantitative analysis of 167 IFMs revealed a significant relationship between intercultural competence and sociocultural adaptation, with training enhancing both. Participants from Muslim or Arab backgrounds adapted better, emphasizing the role of cultural familiarity with the host culture. Qualitative findings from 14 interviews identified five key themes: (a) UAE's diverse environment, (b) cultural distance, (c) language and communication challenges, (d) institutional environment, and (e) personal experiences. Faculty navigated cultural misunderstandings, language barriers, and gender-specific classroom dynamics. Institutional support, particularly HR training, facilitated initial adaptation, although gaps in comprehensive preparation remained. The study highlights the need for sustained intercultural training and inclusive policies to enhance IFMs' integration and teaching effectiveness, contributing to diversity and faculty retention in the UAE's higher education sector.