The integration of Intercultural Communication Pedagogy (ICP) into English as a Foreign Language (EFL) instruction plays a vital role in fostering not only linguistic and cultural understanding, but also the development of intercultural citizenship. In the Indonesian higher education context, the incorporation of ICP in courses that emphasize Critical Thinking (CT) and English Debate (ED) has remained limited. However, these components hold significant
potential for preparing learners to become active, reflective, and engaged citizens in a globalized world. This study explored how CT and ED were taught in an Indonesian EFL classroom through the lens of ICP, with a particular focus on how these practices contributed to the formation of intercultural citizenship. Employing a surveybased approach, data were collected through document analysis (syllabi and lesson plans), questionnaires, and interviews. Participants included twenty-one student teachers and one course instructor. The analysis was guided by the Intercultural Communicative Competence (ICC) framework—comprising knowledge, attitude, and skills—to examine how instructional strategies supported students in developing the critical awareness, empathy, and responsibility essential to intercultural citizenship. The study offered practical insights into how EFL pedagogy can move beyond language proficiency to foster a sense of global responsibility and active participation across cultures.