This article presents the pedagogical design and implementation logic of ICC Explorer, an author-developed mobile application intended to support the development and formative assessment of intercultural communicative competence (ICC) in university English as a Foreign Language (EFL) education. The study is conceptual and implementation-oriented rather than an effectiveness trial; therefore, no unreported experimental gains or statistical effects are claimed. ICC Explorer operationalizes intercultural learning through six sequential modules: Cultural Awareness and Knowledge, Intercultural Perception, Nonverbal Communication, Interaction, Adaptation, and Global Citizenship. Its task architecture is based on scenario-driven decision making, progressive module completion, four-level response scoring, automated feedback, visualized progress, and reflective self-monitoring. The framework is theoretically aligned with Byram’s model of intercultural communicative competence, Deardorff’s process model of intercultural competence, Fantini and Tirmizi’s multidimensional view of intercultural competence, and the Council of Europe’s descriptors for plurilingual/pluricultural competence and mediation. Recent evidence on technology-supported intercultural learning further indicates that digital interventions can facilitate intercultural development when technology is integrated with structured reflection, authentic or simulated interaction, and explicit pedagogical guidance. The article explains how ICC Explorer converts broad intercultural constructs into observable learner actions, including interpreting culturally conditioned behaviour, recognizing nonverbal cues, managing ambiguity, selecting context-sensitive interaction strategies, adapting communicative behaviour, and reflecting on global responsibility. A module-to-construct mapping and a formative assessment logic are proposed to support transparent classroom use. The paper concludes that ICC Explorer is best understood as a pedagogical mediation tool that connects intercultural theory, scenario-based practice, and learner reflection; empirical claims about its effectiveness should be made only after controlled analysis of implementation data.