Intercultural communicative competence (ICC) is considered a relevant skill for the 21st century in the process of teaching and learning foreign languages and the comprehensive development of students. ICC allows the recognition, respect and acceptance of cultural diversity and the enrichment of cultural identity through interaction and socialization with others in different situations and contexts. Therefore, this study is focused on the incidence of the didactic sequence "Beyond my thoughts" based on learning and knowledge technologies and the content language integrated learning approach for the development of said competence. This quantitative research of experimental design arose from the need to complement the development of communication skills to promote the development of intercultural competence in 32 students of level II of English from the Teens and Adults programs of the UCEVA language Department of the municipality of Tulua. Hence, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. The data were analyzed using techniques as descriptive frequencies and independent samples such as intra group and inter group from the SPSS v. 20. The statistical data obtained through the independent samples showed that there were no significant incidents in the development of intercultural communicative competence, thus the null hypothesis was accepted. While, the descriptive results of the frequencies reflected that the implementation of the didactic unit generated a positive impact on the development of this 21st century skill. Owing to, ICC involves both the dimensions of people and those experiences that they experience, thence its evaluation is not limited to tests but to the analysis and reflection that students make of their process in a sequential way when facing their reality.