Digital technologies and artificial intelligence for multicultural competence in high school literature
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.01.18Keywords:
artificial intelligence, digital environment, interactive learning, intercultural interaction, multicultural educationAbstract
The development of skills to effectively interact, adapt, and maintain relationships in a diverse socio-cultural environment is becoming particularly relevant in the education system. The aim of the research was to study the possibilities of building students’ multicultural competence in literature lessons using digital technologies. The study used empirical methods such as experiment, observation, evaluation and questionnaire. During the experiment, services for creating text, visual and video content based on artificial intelligence were used, in particular: OpenAI, MidJourney, Synthesia, DeepAI, Runway ML. Student collaboration, discussions and debates were implemented using Google Teams, Telegram and Zoom services. Assessment was carried out using a mobile application developed on the SkillzRun platform. The concept of the online Foreign Literature course was elaborated to develop multicultural competence in secondary school students in a digital environment. An educational experiment was conducted with the participation of 130 students of 10 grades aged 15-16 years of secondary schools of Ukraine. The level of development of multicultural competence in students of the control group (CG) and experimental group (EG) was assessed after the educational experiment. The testing results showed that digital technologies enable students to expand their perception of literary works and motivate them to carry out more detailed analysis. This, in turn, contributes to active interaction with texts, the development of cultural intelligence, and the intercultural communication skills. The level of knowledge in the subject showed that students who participated in the educational experiment had higher scores. They scored 9.1 points on average, while the CG students scored 7.8 points only. The study confirmed that studying foreign literature through IT technologies enhances students’ interest in the cultural diversity of the peoples of the world, develops cultural sensitivity, and stimulates the practice of key multicultural skills. Prospects for further research will be creating a universal pedagogical model for the development of multicultural competencies for secondary school students with an orientation to the cognitive, value-motivational, emotional and behavioral components. Special attention will be paid to the development of effective pedagogical approaches to the integration of cultural diversity into the educational space.
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Copyright (c) 2026 Oleksandr Ostrovski, Kateryna Margitych, Vasyl Siladi, Eva Molnar, Larysa Udovychenko
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