Proceedings of the 10th International Conference on New Findings in Humanities and Social Sciences, 2024
Year: 2024
DOI:
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AI-Enhanced Cross-Cultural Competence in STEM Education
Xiuli Chen, Longnan Ma, Dengfei Su, Yuanyan Zhang, Xueling Liu, Jingwen Xin, Lihui Li, Joohan Ryoo
ABSTRACT:
In the current world of science, technology, engineering and math (STEM) education, developing skills on Cross-Cultural Competence (CCC) is crucial in order to foster leaders who can effectively manage cultural diversity. This study investigates how Artificial Intelligence (AI) can be used to enhance CCC among STEM students based on a theory that combines Constructivism and Cultural-Historical Activity Theory (CHAT). According to Constructivism, learning occurs where learners actively build their knowledge through experiences for cultural sensitivityᅳthe understanding and respecting of different cultures while reducing stereotypes. AI aligns with CHAT which stresses cultural tools and social interactions as important mediators; therefore, it has potential for facilitating nuanced cross-cultural communication including linguistic cues and non-verbal cues. One’s self-awareness with regards to cultural biasesᅳcentral to CCCᅳis improved through reflective practices driven by AI thereby empowering them to adapt their behaviors within intercultural scenarios. Moreover, flexibility as underscored by CHAT is essential when dealing with various methods used by different cultures. The research uses AI under this theoretical model to come up with innovative ways of cultivating culture awareness into STEM scholars’ lives. Initial results from 200 answered questionnaires reveal an improvement in CCC particularly as a result of the use of accommodative tools such as culturally specific software simulations or language translators using AI models. The findings suggest that Artificial Intelligence may serve as a powerful tool in fostering CCC during STEM teaching. Therefore, integration of Artificial Intelligence guided by Constructivism-CHAT framework is considered strategic as it prepares globally competent professionals in science & technology sectors. Finally, this paper calls for partnerships between educational institutions, policy makers and tech companies towards making AI devices more affordable thus making them available even for those disadvantaged areas putting more emphasis on multicultural competence in leading the field of STEM. To ensure that there are systemic changes with targeted interventions geared towards improving responses to societal diversity within the sphere of STEM education at a global level requires collaborative efforts between these institutions. This study contributes to the current literature by providing empirical evidence of AI’s effectiveness in developing CCC within STEM education and suggests an imperative for both theoretical and practical application of AI into educational curricula.
keywords: adaptation, democratizing access, global leadership, inclusive innovation, sensitivity