This study investigated the effectiveness of a cognitive linguistic intervention based on Conceptual Metaphor Analysis (CMA) in developing Intercultural Political Literacy (IPL) among advanced EFL students. Employing a mixed-methods action research design with 30 Vietnamese English majors, the study measured changes in metaphorical decoding and political institutional knowledge through pre- and post-tests, learning logs, and semi-structured interviews. Quantitative results revealed statistically significant gains in both lexical decoding and institutional schema comprehension. Qualitative findings indicated that students transitioned from literal translation to systematic cognitive mapping, enhancing their critical media awareness despite experiencing a noticeable cognitive load. The study highlights the potential of cognitive pedagogy to bridge the gap between advanced language acquisition and critical cultural literacy.