Little data is currently available on course and materials design for in-tercultural competence (IC) teaching in the Tunisian higher education EFL context. The present study aimed to investigate these issues with reference to current literature on intercultural course and materials de-velopment as well as instructional design and affordance theories. In particular, it explored the potential development of an intercultural training course consisting of teaching materials that employ three types

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... f teaching techniques, namely the cultural awareness technique (CAT), critical incident technique (CIT) and cultural misunderstanding tech-nique (CMT). The result was a comprehensive course that included at-tainable goals, realistic learning objectives, conducive learning experi-ences, along with clear assessment criteria, scales, descriptors, methods, and tools for gauging the attainment of achievable learning outcomes. The findings reported in this work are particularly interesting for they could form a critical foundation for further research on the intercultural dimension in various higher education EFL contexts and a tentative blueprint for potential future work on intercultural curriculum, syllabus, course, and/or teaching materials development.