In the context of global education reform, cultivating intercultural competence and international understanding is becoming a key aim of English language education. This study explores how Alice’s Adventures in Wonderland, a classic British literary work, can be integrated into junior high school English reading instruction to support the development of students’ global awareness and cross-cultural communication competence. Drawing on UNESCO’s framework for Global Citizenship Education and Byram’s model of intercultural communicative competence, the study constructs a three-dimensional analytical framework including cultural element identification, cross-cultural comparison, and instructional design. Through close reading and cultural interpretation of selected scenes, the study proposes task-based learning strategies that embed language acquisition within meaningful intercultural experiences. The findings suggest that literature-based reading instruction not only enhances students’ language proficiency but also serves as a powerful platform for developing critical thinking, empathy, and international understanding. While the study is limited to one literary text and conceptual design, it offers practical insights and a foundation for further empirical research on the integration of classic literature and global education in English language classrooms.

Jiali Dong, Yongwen Tang. Research on the Integration of International Understanding Education into Junior High School English Reading: A Cultural and Pedagogical Exploration of Alice’s Adventures in Wonderland. International Journal of New Developments in Education (2025), Vol. 7, Issue 5: 78-83. https://doi.org/10.25236/IJNDE.2025.070512.

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