International research cooperation, particularly with China, is becoming increasingly important. In this context, university staff are confronted not only with subject-specific but also with intercultural challenges, particularly in areas such as communication, law, and academic ethics. Therefore, developing intercultural competence related to China is essential for successful collaboration. Digital learning formats such as web-based trainings (WBTs) or educational videos offer flexible and scalable ways to promote relevant skills. The core challenge lies in systematically addressing the diverse needs of various user groups, ranging from early-career researchers and administrative staff to experienced scholars.

The user-centered design process presented in this article supports the development of teaching and learning modules aimed at fostering intercultural China competence in heterogeneous target groups. This article outlines the process and focuses on the methodological approach used to identify contextual factors and user requirements for digital teaching and learning resources. Drawing on established models of user-centred development and service design, the approach integrates personas and expert interviews to derive differentiated learning needs. The findings lay the groundwork for the design of flexible, modular, and learner-oriented digital formats that reflect the heterogeneity of the target audience.

Keywords: Instructional design, User-centred design, Development of intercultural competence.