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In response to the growing need for English proficiency for international communication, Vietnam has implemented English-as-medium-of-instruction (EMI) education. This educational strategy aims to enhance students’ English and disciplinary knowledge that meets the high-demanding work readiness and assists their professional endeavors. However, there is limited research on how Vietnamese students perceive intercultural communicative competence (ICC) through EMI, which typically involves acquiring cultural attitudes, knowledge, and skills relevant to their future personal willingness, educational qualifications, and professional requirements. This study investigates how Vietnamese higher education students in EMI programs perceive acquiring ICC, including intercultural attitudes, knowledge, discovery, and interaction skills, interpreting and relating skills, and critical cultural awareness. Informed by Byram’s (1997) ICC framework, a questionnaire was developed, validated, and administered to a sample of 315 students. The questionnaire revealed varied perceptions of ICC outcomes after completing EMI programs, influenced by their cultural backgrounds, educational experiences, and social interactions. Our quantitative findings suggest implications for improving educational policies for EMI in Vietnam while foregrounding future survey-based research that attends to ICC as part of the EMI education implementation. Furthermore, the study proposes practical and research-oriented directions to better understand how Vietnamese learners perceive ICC as they participate in EMI programs, both domestically and internationally.
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