This study delves into the importance and application of intellectual humility (IH) in second language (L2) education. Intellectual humility, defined as recognizing one’s cognitive limitations and being open to new ideas and perspectives, is widely recognized as essential for effective communication, collaboration, and critical thinking. However, there is a noticeable gap in the literature regarding its role in L2 education. In the context of language learning, which often involves navigating cultural differences, correcting misunderstandings, and challenging preconceived notions, IH could play a crucial role in shaping both teacher-student interactions and peer collaborations. This phenomenological study aims to explore the real-life experiences of L2 educators and students in relation to intellectual humility. Using semi-structured interviews and reflective journals, data was collected from participants who have dual roles: students in academia and teachers in the classroom, specifically PhD students in the field of English Language Teaching. The findings aim to understand how IH influences classroom dynamics, teaching strategies, and learning outcomes. The study also investigates how IH can mediate the power dynamics between teachers and students, promote a more inclusive learning environment, and encourage learners to engage more openly with language learning challenges. The findings of this research are discussed to provide insights into the practical implications of intellectual humility in L2 education, contributing to the broader discourse on how fostering IH can enhance pedagogical practices, student engagement, and intercultural competence.

Keywords: L2 context, intellectual humility, positive psychology