Contemporary communication transformations and expanding cross-border cultural interactions have highlighted the need to redefine students’ roles from cultural audiences to intercultural agents. This study aimed to develop a conceptual model of student-centered cultural diplomacy within Iran’s education system. Employing an applied qualitative design, the study used reflexive thematic analysis. Participants comprised 15 experts in communication studies, cultural diplomacy, cultural studies, curriculum planning, and cultural and media management, selected through purposive maximum variation sampling. Data were collected through semi-structured interviews and analyzed following Braun and Clarke’s approach. Six overarching themes were identified: cultural self-awareness and storytelling, intercultural communicative competence, student communicative agency, the educational ecosystem for agency development, spaces for intercultural interaction and exchange, and governance of student cultural communication. Findings indicated that the transition toward intercultural agency is a gradual, interactive process through which cultural and communicative competencies, supported by educational and institutional structures, foster agency, meaning exchange, and intercultural relationship-building. The proposed model highlights schools’ role in developing responsible intercultural agents through enhanced competencies, dialogue, and active participation.