Examining the Relationship Among Artificial Intelligence Literacy, Cultural Literacy, and Intercultural Communication Proficiency of Philology Students

Abstract

The purpose of the present study was to contextually describe philology students' artificial intelligence (AI) literacy, cultural literacy (CL), and intercultural communication proficiency (ICP) levels in Kazakhstan while examining how these three competencies differ in terms of gender and grade level. The study evaluated the predictive power of AI literacy and CL on ICP. It was conducted using a survey with a sample of 334 students studying in philology departments at four universities in Kazakhstan. Data collection tools were the Artificial Literacy Scale, Cultural Literacy Scale, and Intercultural Communication Competence Scale. Data were analyzed using independent t-tests, F-tests, and multiple regression analysis. The findings revealed that philology students' AI literacy was high, but their practical application skills were moderate. Male students were more successful in AI literacy, while female students had cultural and intercultural competencies. Significant improvement was observed across all three competencies as grade levels increased, with AI and cultural literacy accounting for 23.7% of intercultural communication competence. To improve AI skill sets, philology curricula should prioritize the practical use of AI tools, adopt gender-inclusive pedagogical approaches, create learning environments supported by peer coaching and mixed-task learning, integrate AI-supported critical thinking tasks, establish institutional-level ethical use policies, and provide faculty with AI integration training. Future research should include mixed-method and longitudinal studies.

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