本研究參考國際檢討多元文化理念，以及探索文化際素養教育可行性的發展潮流，透過對多元文化教育的批判反思，進而探究從差異包容到文化/認同交融的轉折，討論文化際素養導向的課程與教學。此外，更透過能力取向（capabilities approach）擴展性修正「素養」之內涵。最後，本研究也指出後續有關多元文化主義與文化際主義論爭的研究議題，同時提供以學習者本位為核心的後素養實踐架構，建議學校教育在推動素養導向課程與教學之際，應該同時關注「能力」與「教育場域的制度性安排」等面向，期能更有條件地讓學生將真正能力帶走。

This study refers to literature review and international official documents on the concept of multiculturalism to explore recent development of interculturalism and global education, the purposes of this study are as follow: firstly, to inquire the transition from mutual tolerance to fusion of cultural/identity boundaries via critical reflection on multicultural education; secondly, to analyze the detail of intercultural competencies-oriented curriculum and teaching; thirdly, to extend the concept of “competency” to ‘post-competency’ by the capabilities approach (CAs); and finally, to point out noteworthy research topic on multi/inter-culturalism debates. In addition, this study provides a post-competencies practice framework for facilitating authentic learner-based, which includes two aspects, “common capabilities” and “institutional arrangements in the field of education”, so that students can be better equipped to own real enabling competencies.