The interconnectedness among people is becoming increasingly intensive to the extent of receding homogenous culture and single society. On the other hand, machines create distance among people, and IR 5.0 predicts human relations will be critical in future. In both cases, human relations will be challenging but essential. Education, therefore, needs to focus on preparing the young generation to be competent enough to face these challenges. Aware of this situation, many countries have revised their education system based on intercultural education, which aims to prepare students with intercultural competence. Intercultural education uses different approaches, including policy, curriculum, teaching materials, instructional technology, language teaching, learning environment, interaction between school and society, and teacher training. However, teacher identity is vital in developing students’ intercultural competence. The role of teachers in developing students’ intercultural competence depends on their perspectives on multiculturalism and attitudes toward others, teacher training, teacher aptitude and leadership qualities, teachers’ intercultural communication and teaching experience, and teachers’ personal cultural and teacher–student relationships. The effectiveness of implementing intercultural education is primarily dependent on teachers and these qualities. Unfortunately, research found low levels of teachers’ intercultural competence, particularly in the global south. This chapter, therefore, appeals for awareness initiatives on teachers’ intercultural competence in the global south at different levels, including governments and school administrations as this is the basis for teachers’ global identity.