IUPAC nomenclature competence (INC)--defined as the ability to name chemical structures using IUPAC rules and draw structures from IUPAC names--is considered a foundational skill in the training of professional chemists. For students of non-European language background, the challenge of acquiring INC is often complicated by the fact that IUPAC rules necessitate comprehension of European language elements. These include European nomenclature rules, prefixes, and suffixes. INC acquisition in Asia has traditionally occurred through undergraduate organic chemistry lecture courses. The present study demonstrates, in a South Korean context, that outcomes in such courses can sometimes be unsatisfactory, pointing to a need for reforms. To improve performance, a series of three nondidactic learning interventions--jigsaws, rule-based learning, and retrieval practice--were implemented over the course of a five-year period. Undergraduate focus groups were used to identify student-centered learning challenges, and this information was used to help inform the design of interventions. Performance outcomes were analyzed as the itemized competence in individual IUPAC rules when solving either name-to-structure or structure-to-name problems. These data demonstrate the combined implementation of all three interventions yielded substantial improvements for both question types. Concurrently, a context-specific learning attitudes survey showed most of the learning challenges identified in focus groups were mitigated through the reform process. Given that INC acquisition is a common challenge for students across the globe, the present study offers a compelling model for improving terminology competence across a wide range of diverse STEM contexts.