This paper addresses the underrepresentation of alternative pedagogies in secondary education. It considers the notion of Jadal, Arabic for debate, argumentation, or disputation, as praxis in intercultural communication education in high school settings. It argues that Jadal can be introduced as a non-Western instructional strategy beyond or with the dominant existing praxes to promote interfaith dialogue. It is introduced as an alternative pedagogy in intercultural communication education that sustains epistemological polylogues and multidirectional knowledge exchanges. What qualifies Jadal to be an intercultural communication competence? How can it contribute to decentralizing the internationalization of the education paradigm? How can Jadal be conceptualized and applied to intercultural communication education as praxis to promote interfaith dialogue? The article, therefore, problematizes the link between theory and practice by critically reflecting on the integration of Jadal into the internationalization of education in the Arab world and, therefore, the opportunity to ponder the pedagogical implications across other cultures. Introducing Jadal contributes to "the way we think, unthink, rethink and do interculturality in our classrooms and beyond … We thus acquaint ourselves with global research on the notion (from 'dominating' models to lesser-known perspectives) (Dervin, 2023, p. 2). Integrating Islamic epistemic dialectics such as Jadal that resonates with Arab thought and culture responds to the rise of the hegemonic imposition of Eurocentric and Americanized internationalization of education that has dominated education in Arabia (R'boul et al., 2023; Abdul-Jabbar, 2024). The aim, therefore, is to diversify instructional strategies, integrate intercultural epistemes rooted in Arabic traditions, and challenge dominant educational models to be more inclusive and representative of various cultural epistemologies, especially within the context of Arabia.