John Reinjoe F. Namit, Marissa Operario, and Ramil G. Ilustre (Authors)
Abstract
Intercultural competence (IC) is essential in language education, equipping learners with the skills to navigate cross-cultural communication effectively. This scoping review examines existing research on pedagogical approaches, technological integration, and teacher development in fostering IC within language education. Following the Arksey and O’Malley framework and PRISMA-ScR guidelines, relevant studies were identified from databases such as Scopus, Web of Science, and ERIC. The review highlights task-based learning, experiential learning, and intercultural communicative competence (ICC) models as key pedagogical strategies. Additionally, it explores the growing role of digital tools, AI-driven platforms, virtual exchange programs, and social media in enhancing intercultural learning. Teacher development remains a crucial factor, with research emphasizing intercultural sensitivity training, reflective teaching, and blended learning approaches. Findings indicate that while technology-mediated intercultural learning is expanding, challenges persist in assessment standardization, effective teacher training, and sustainable curriculum integration. The review identifies research gaps, including the need for longitudinal studies on IC development, AI-enhanced adaptive learning, and gamification strategies in language education. Future studies should focus on innovative methods to integrate IC seamlessly into pedagogical practices and professional training.
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Keywords: Intercultural Competence, academic writing, artificial intelligence (AI), generative artificial intelligence (GenAI), AI-powered language tools, authorship