This theoretical paper outlines and discusses our first attempt to formulate the foundation and selected components of an emerging framework for using novel modelling problems (Fermi problem) as a tool in the teaching and learning of mathematics to make different cultural aspects of the world visible and accessible for students. We present (i) an argument relating mathematical modelling, aspects of culture and intercultural awareness; and (ii) an analysis investigating to what extent the six design principles of models eliciting activates aligns with, or need to be developed and modified in order to align with, the three levels of intercultural awareness discussed by Will Baker in a paper from 2011. The focus of the analysis is to evaluate the potential of the (potentially modified) six design principles of model eliciting activities to effectively also be applicable for designing Fermi problems that make different cultural aspects of the world visible and accessible for students.