From Classroom to Community: Using AI to Foster Intercultural Dialogue and Global Citizenship Education

Alma Manera; Michele Dulay; Mark Lester Liquigan; Shirley Milanes; Leslie Ann Pagay; Lovelyn Barotas

doi:10.63931/ijchr.v7iSI3.326

Authors

Alma Manera Cagayan State University https://orcid.org/0000-0003-0698-2845
Michele Dulay Ifugao State University https://orcid.org/0000-0001-8159-379X
Mark Lester Liquigan Cagayan State University https://orcid.org/0000-0003-0798-2660
Shirley Milanes Pangasinan State University https://orcid.org/0009-0009-5040-3469
Leslie Ann Pagay Cagayan State University https://orcid.org/0009-0000-4032-2096
Lovelyn Barotas Bukidnon State University https://orcid.org/0000-0001-6043-065X

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.326

Keywords:

Intercultural Dialogue, Classroom, Community, Global Citizenship Education

Abstract

The integration of artificial intelligence (AI) in higher education presents transformative opportunities for advancing intercultural dialogue and global citizenship education. With the growing presence of AI-driven platforms, universities are beginning to explore how these tools can foster meaningful cultural exchange, stimulate critical thinking, and cultivate empathy and awareness of global issues among learners. This study examined the perceptions, lived experiences, challenges, and opportunities related to the adoption of AI in state universities and colleges, with particular emphasis on its role in shaping globally competent and culturally responsive students. Findings revealed that AI has the potential to personalize learning, bridge linguistic and cultural gaps, and connect students to collaborative, globally networked environments that encourage dialogue across diverse perspectives. However, challenges persist, including limited access to advanced technologies, institutional hesitancy to adopt AI tools, and inadequate training for educators tasked with integrating such innovations into pedagogy. To address these concerns, the study emphasizes the importance of strategic integration of AI into curricula, the provision of capacity-building initiatives for teachers, and the development of culturally sensitive applications that respect local contexts while engaging with global discourses. By doing so, higher education institutions can maximize the promise of AI not only as a technological innovation but as a pedagogical resource for fostering inclusivity, intercultural understanding, and active global citizenship. This research contributes to the broader discourse on digital transformation in education by offering recommendations for policymakers, educators, and administrators to optimize AI’s potential in building globally aware and socially responsible learners.

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