Orientation: Research on cultural intelligence (CQ) is increasingly used to evaluate, explain and predict the cross-cultural efficacy of management behaviour in everyday cross-cultural interactions. However, there is limited evidence in cross-cultural coaching of the use of a CQ-based approach incorporating metacognition and experiential learning theory (ELT).Research purpose: This article explored the theoretical linkages, benefits and directions of CQ for enhancing cross-cultural coaching.Motivation for the study: Exploration of theoretical perspectives of CQ for application in cross-cultural coaching.Research design, approach and method: A critical interpretative synthesis research methodology was employed to identify and study key concepts. The methodology is sensitive to the emergence of meaning in a diverse body of literature from adjacent disciplines.Main findings: This research suggests four findings motivating a CQ-based approach for cross-cultural coaching: firstly, the recognition of the use of metacognitive strategies in (cross-cultural) coaching; secondly, the usefulness of metacognition to cross-cultural coaching for grasping and transforming cultural experience and insights into culturally appropriate behaviour; thirdly, an understanding of the significance of suitability and predisposition of certain learning styles to cross-cultural learning effectiveness and lastly, acknowledging the importance of a heightened focus on the experiential learning process within the cross-cultural coaching engagement.Practical and managerial implications: Key concepts and insights from research on CQ have application in cross-cultural coaching in pursuit of the transformation of cultural awareness and insight into culturally appropriate behaviour.Contribution/value-add: This research motivates the use of a CQ-based approach incorporating metacognition and ELT to cross-cultural coaching.
The Effect of the Cross-Cultural Awareness Programme on the Attitude of Global Awareness in Primary Students