Digital Intercultural Learning for Competence Development: A Comprehensive Structured Review
Abstract
Digital transformation in education has intensified intercultural interaction, creating expanded opportunities and emerging challenges for competence development in virtual learning environments. Despite growing interest, research into how digital learning shapes intercultural competence remains scattered, signalling a need for systematic integration. This review systematically synthesises evidence on digital and technology-enhanced approaches to intercultural competence growth across educational settings. Using the PRISMA protocol, studies were sourced from SCOPUS and ERIC using the keywords Digital Learning AND Intercultural Communication. After identification, screening, and eligibility procedures, 34 empirical studies were included for final analysis. The findings have revealed three (3) major thematic patterns: (1) Online and Informal Digital Learning Environments, which involve MOOCs, COIL exchanges, and informal digital English learning that promote awareness, sensitivity, and communicative adaptability; (2) Innovative Digital Tools and Modalities, highlighting the use of VR, AI, serious games, SNS-supported tasks, and audiovisual translation to enable immersive cultural exchange and experiential learning; and (3) Intercultural Competence, Identity, and Communication in Educational Contexts, where cultural identity positioning, linguistic interaction, and instructional presence shape competence outcomes. Across themes, digital learning has demonstrated strong potential to enhance intercultural competence through guided interaction, reflective engagement, and culturally integrated design. However, issues such as unequal digital access, inconsistent conceptual framing, and varying pedagogical readiness have remained as notable challenges. Overall, the review confirms that digital learning is a promising pathway for developing intercultural competence and calls for clearer conceptual grounding, inclusive digital frameworks, and longitudinal research on identity formation and communication behaviour in multicultural online ecosystems.
Keywords: Digital learning, technology-enhanced learning, intercultural communication, competence development, educational settings.
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