Generative AI and Intercultural Competence in Higher Education: A Scoping Review (2022–2026)

Abstract

The increasing use of generative artificial intelligence (GenAI) in higher education has prompted growing interest in its potential in intercultural competence (IC) education. Yet research on how GenAI can support IC development remains fragmented across language education, pragmatics, pedagogy, and professional communication. This scoping review mapped research contexts, designs, theoretical foundations, and findings on GenAI-mediated IC education. Eligible English-language publications published or posted between November 2022 and 11 August 2026 examined GenAI in relation to IC or related pragmatic and socio-pragmatic constructs of IC in higher education. Searches of ERIC, Scopus, Web of Science Core Collection, and Google Scholar identified 26 eligible publications, including 20 empirical studies and 6 non-empirical publications. Data were charted using a structured form and synthesised descriptively and thematically. The included empirical studies reported varied perceived and task-specific outcomes for intercultural and pragmatic learning, mainly in structured and guided activities. Three issues warrant particular attention. First, the included publications drew on heterogeneous theoretical frameworks that addressed different or partial dimensions of IC. Second, several publications positioned teacher mediation as important for GenAI-supported learning, yet teacher preparedness, including their AI literacy and capacity to undertake this role, was not directly or systematically measured. Third, few studies directly examined learners’ critical AI literacy or the cognitive processes involved in evaluating or revising GenAI-generated content.