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

Yertay Sultan; Gulnaz Dautova; Juhriyansyah Dalle

doi:10.29333/ejecs/2839

Authors

Yertay Sultan The Faculty of Philology at Abai Kazakh National Pedagogical University https://orcid.org/0000-0003-3240-2744
Gulnaz Dautova PhD, acting Assosiate Professor of the Department of Kazakh Literature and Theory of Literature, Al-Farabi Kazakh National University https://orcid.org/0000-0002-3377-5334
Juhriyansyah Dalle https://orcid.org/0000-0002-5700-2766

DOI:

https://doi.org/10.29333/ejecs/2839

Keywords:

Artificial Intelligence Literacy, Cultural literacy, Intercultural Communication Competence, Philology Students, Digital Humanities

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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Author Biographies

Yertay Sultan, The Faculty of Philology at Abai Kazakh National Pedagogical University

Yertay Sultan, PhD, acting associated professor of the Faculty of Philology at Abai Kazakh National Pedagogical University, Almaty, Republic of Kazakhstan. His scientific field: genre transformation of the modern novel; genre transformation of contemporary journalism; management of higher education and science.

Gulnaz Dautova, PhD, acting Assosiate Professor of the Department of Kazakh Literature and Theory of Literature, Al-Farabi Kazakh National University

Gulnaz Dautova, PhD, acting Associate Professor of the Department of Kazakh Literature and Theory of Literature, Al-Farabi Kazakh National University, Almaty, Republic of Kazakhstan. Her current research interests are Turkic epics, typology, and cultural studies.

Juhriyansyah Dalle

Juhriyansyah Dalle, Ph.D., serves as an independent researcher and is concurrently engaged as a visiting scholar at Florida Gulf Coast University. His primary research focus pertains to Information Technology and AI in education.

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