Samenvatting

The Developmental Model of Intercultural Sensitivity (DMIS) has been widely used to conceptualise changes in how individuals experience cultural difference, typically described as a progression from ethnocentric toward ethnorelative orientations. While the model’s value is considerable, its common interpretation as a staged, linear pathway struggles to account for the variability, context dependence, and nonlinearity observed in real intercultural encounters. This paper argues that the DMIS is better understood through the lens of Complex Dynamic Systems Theory (CDST), which treats intercultural sensitivity as an emergent property of person-environment couplings evolving across multiple time scales. Reframing DMIS as a multistable, history-dependent system clarifies why people do not progress uniformly, why regressions and sudden leaps occur, and why change depends as much on context as on individual traits. Methodologically, we recommend person-focused, longitudinal designs and analytic tools that track change over time and embrace variability as signal rather than noise. Practically, we suggest that intercultural learning environments could cultivate productive variability, scaffold transitions, and design targeted perturbations that reconfigure the system toward more adaptive orientations. Altogether, this reframing preserves DMIS’s clarity while capturing the lived complexity of intercultural development.