A key implication of the research concerns the need to embed intercultural education more explicitly into both pre-service and in-service teacher training programmes. As highlighted by this study and supported by the broader literature, language teachers often express positive attitudes towards cultural diversity (e.g., Eken, 2015; Jedynak, 2011; Larzén-Östermark, 2008). However, they frequently lack the pedagogical knowledge and practical strategies required to teach culture meaningfully or to foster students' intercultural skills. Many participating teachers in the current research, as well as those in related studies, conceptualise culture teaching in terms of transmitting factual knowledge about English-speaking countries, often focusing on big C culture (e.g., history, institutions, literature, and art) (e.g., Jedynak, 2011; Larzén-Östermark, 2008; Sercu, 2002; Young & Sachdev, 2011). Their professional self-image tends to be constructed around linguistic competence rather than intercultural facilitation. In addition, teachers frequently cite structural barriers—such as a lack of student interest, insufficient cultural content in teaching materials, weak curriculum alignment, and the difficulty of assessing intercultural skills—as reasons for not incorporating CDA and ICC into their classroom practice.