AIGC-Empowered Teaching Practice: Cultivating Critical Thinking and Cultural Interpretation Competencies in Intercultural Communication Courses

TPCCC

Translation Practice and Cross‑Cultural Communication

3083-33883083-337X

Bio-Byword Scientific Publishing Pty. Ltd.

10.26689/TPCCC.v1i2.15837

Article

AIGC-Empowered Teaching Practice: Cultivating Critical Thinking and Cultural Interpretation Competencies in Intercultural Communication Courseshttps://artdesignp.com/journal/TPCCC/1/2/10.26689/TPCCC.v1i2.15837WeiYan,LiuJie

2026

2026-04-26

Conventional Intercultural Communication classes are often constrained by insufficient training in intercultural critical thinking and students’ weaknesses in interpreting Chinese culture to the outside world. Based on the current teaching situation of this course in Chinese universities, this paper leverages the strengths of AIGC and constructs an innovative teaching model featuring “intelligent critical-thinking guidance—cross-cultural comparative interpretation—personalized iterative output—multi-dimensional process-oriented assessment”. The study reveals that the in-depth integration of AIGC into curriculum teaching can effectively foster learners’ awareness of intercultural critical thinking and improve their ability to interpret both Chinese and foreign cultures. It offers practical references for the teaching innovation of the Intercultural Communication course and the cultivation of high-level foreign language talents.AIGC,Intercultural communication,Critical-thinking competence,Cultural interpretation,Teaching practice

[1] Byram M, 2021, Teaching and Assessing Intercultural Communicative Competence: Revisited. Multilingual Matters. [2] Sun YZ, 2016, Intercultural Competence Cultivation in Foreign Language Education. Foreign Languages in China, (3): 1, 17–22. [3] Deng YH, Chi RB, 2024, A Lesson Study on Cultivating Intercultural Critical Thinking Based on Cultural Paradox. Foreign Language World, (4): 10–16. [4] Kong L, Yang XR, 2025, Artificial Intelligence Empowering the Integration of Chinese Culture into Foreign Language Teaching: Cultural Understanding and Narration. Foreign Language World, (1): 29–35. [5] Gu XL, 2019, Practical Exploration on Cultivating Intercultural Communicative Competence from the Perspective of “Third Space”. Foreign Language World, (4): 67–75, 96. [6] Xia Y, Zhang H, 2024, Research on the Application of Generative Artificial Intelligence in Foreign Language Teaching. Foreign Languages and Their Teaching, (5): 46–54. [7] Wang B, Cao XC, Zhang P L, 2026, A Lesson Study on Integrating Language Competence and Intercultural Critical Thinking in College English Teaching. Shandong Foreign Language Teaching Journal, (2): 54–65. [8] Zheng X, 2021, Content-Based Intercultural Foreign Language Teaching: Design and Instruction of “Language Attitudes”. Series of Intercultural Studies, (1): 64–80. [9] Ren K, Zhao XM, 2026, Generative AI in Higher Education: Application Scenarios, Challenges and Coping Strategies. Digital Campus for Higher Education, (01): 47–54. [10] Jia JY, Liu HY, 2025, In-Depth Integration of Artificial Intelligence and Education: Connotation, Application and Suggestions. Digital Education, 11(3): 1–6. [11] Zhang HL, Wu SQ, 2022, Developing a Framework of Reference for Intercultural Competence Teaching in China’s Foreign Language Education. Foreign Language World, (5): 2–11. [12] Pan HY, Li JJ, Ma XY, 2026, Research on the Application of Generative Artificial Intelligence in Foreign Language Teaching. Foreign Language Teaching and Research (Bimonthly), 58(2): 250–262.