AI-Enhanced Cross-Cultural Competence in STEM Education

Abstract

Cross-cultural competence (CCC) is leaders' most critical skill set in science, technology, engineering, and math (STEM) education because it can help them effectively manage cultural diversity. The research provides insights into the potential of AI to foster more inclusive and culturally aware educational environments for STEM students using a theory that combines Constructivism and Cultural-Historical Activity Theory (CHAT). The study discusses two research questions: (1) How can AI-driven tools be used in STEM education to enhance cross-cultural sensitivity and communication? (2) What is the impact of AI-facilitated reflective practices on students' self-awareness of cultural biases? This research shows how AI-based language translators and cultural simulations enable learners to adapt to different cultures. According to Constructivism, learning occurs when learners actively construct their knowledge from experiences towards cultural sensitivity, understanding, and respecting other cultures while reducing stereotypes. CHAT, on its part, views AI as aligning with AI as one of the artifacts or tools that are at the disposal of human beings in order to facilitate social interaction; thus, it has the potential to enhance intercultural communication where verbal cues are not only linguistic but also non-verbal. A total of 228 respondents were reached through surveys, resulting in preliminary results showing improved CCC due to accommodative devices such as culturally-specific software simulations or language translators employing AI models. This study adds value to the existing literature by presenting empirical evidence of how AI can foster CCC in STEM education. It highlights the imperative of AI's theoretical and practical applications in educational curricula.