


































Communication, Society and Media 
ISSN 2576-5388 (Print) ISSN 2576-5396 (Online) 

Vol. 8, No. 2, 2025 

www.scholink.org/ojs/index.php/csm 

97 

 

Original Paper 

A Case Design on Cultivation of Integrating Digital Pedagogy 

and Enhancing Students‟ Intercultural Competence in English 

Literature Reading Course 

Jiahao LU
1
, Lian XIA

1
 & Weiqi LU

2
 

1 
Postgraduate student of the School of English, Jilin International Studies University, Changchun, 

China 

2 
Postgraduate student of the Graduate School of Translation and Interpreting, Jilin International Studies 

University, Changchun, China 

 

Received: August 19, 2025   Accepted: September 10, 2025  Online Published: September 30, 2025 

doi:10.22158/csm.v8n2p97                       URL: http://dx.doi.org/10.22158/csm.v8n2p97 

 

Abstract 

Since the concept of liberal English education was put forward, artificial intelligence and information 

technology have developed rapidly, and digitization has become a new form of human survival and 

development. The newly issued National Standards for the Quality of Foreign Language and Literature 

Teaching (2018) by the Ministry of National Education (hereinafter referred to as “the Standard”) and 

the National Ordinary Institutions of Higher Learning Foreign Language Literature Specialty Teaching 

Guide and the Syllabus (2020) (hereinafter referred to as “the Teaching Guide”) clearly point out that 

the cultivation of intercultural competence should be regarded as an important ability of English 

students and the teaching of foreign language courses in universities should serve the diverse needs of 

foreign language talents in the country, the pluralistic needs of local economic and social development, 

and the personalized needs of students‟ development. Therefore, in order to enhance college students‟ 

autonomous study ability and intercultural competence, in this paper, the author presents a case design 

on integrating digital pedagogy into the English Literature Reading course to enhance students‟ 

intercultural competence. In the context of digitization of educational and globalization, digital 

technologies such as AI and VR are employed. Through pre-class preparation, in-class implementation, 

and post-class extension, students are guided to compare Chinese and Western cultures, which helps 

cultivate their intercultural awareness and skills. The research contributes to digital pedagogy and 

intercultural education theories and provides practical implications for curriculum design and student 

development. 



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Keywords 

intercultural competence, digital pedagogy, autonomous study ability 

 

1. Introduction 

1.1 Research Background  

Under the impetus of the Standard and Teaching Guide, foreign language teaching in China‟s 

universities and colleges should boldly explore new theories and methods for foreign language 

education and teaching, new models and mechanisms for talent cultivation, as well as new platforms 

and paths for the deep integration of intelligent technologies with foreign language education. It is 

essential to comprehensively integrate various talent cultivation resources inside and outside 

universities, as well as at home and abroad; to fully stimulate the teaching enthusiasm and creativity of 

all teachers, and the learning motivation and potential of all students; and to continue forging ahead to 

build a world-class foreign language education system with Chinese characteristics in higher education, 

thus making new contributions to the great rejuvenation of the Chinese nation and the construction of a 

community with a shared future for mankind. 

Digitization of education has witnessed a remarkable upsurge in recent years, significantly influencing 

foreign language and literature teaching. It can be observed that the enormous resource storage capacity 

and resource-sharing functions of the Internet can break the time and space limitations in English 

classroom teaching, enabling students to study anytime and anywhere (Siti Rochmiyati, Imam Ghozali, 

and Luky Tiasari, 2020). Digital technologies, including Artificial Intelligence (AI), Virtual Reality 

(VR), and supporting tools such as various online learning platforms, have revolutionized the 

educational landscape in higher education. In foreign language and literature courses, students can gain 

an immersive learning experience with the help of AI technology and have access to a wide range of 

learning resources, thereby increasing their participation. For instance, DeepSeek, as one of the 

representative AI-assisted learning tools, is capable of analyzing students‟ learning patterns and 

offering tailored learning recommendations, thereby enhancing the efficiency of the learning process. 

Simultaneously, the importance of improving students‟ intercultural competence in higher education 

has been heightened with the acceleration of globalization. As the world becomes increasingly 

interconnected, students are required to engage with diverse cultures in academic, professional, and 

social arenas. In the English Literature Reading Course, students are able to delve deeper into the 

cultural subtleties within literary works by developing their intercultural competence, thereby 

facilitating effective intercultural communication and fostering a global mindset. 

 

 

 



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1.2 Research Objectives and Significance  

The following are the main objectives of the case design: 

The central objective of this research is to explore the integration of digital technologies into the 

English Literature Reading Course to enhance students‟ intercultural competence (encompassing 

intercultural knowledge, skills, and attitudes through different cultures). By leveraging digital tools, 

this study aims to encourage students to compare Chinese and Western cultures during the course, 

fostering their intercultural skills and strengthening their sense of local cultural identity. 

The significance of this case design contains two aspects: 

Theoretically, this study enriches the fields of digital pedagogy and intercultural education by providing 

empirical evidence for the effectiveness of digital technologies in promoting intercultural learning in 

the context of English literature teaching, thereby further contributing to existing theoretical 

frameworks. Additionally, the author offers novel perspectives on integrating digital resources and 

activities into intercultural education, deepens students‟ understanding of the relationship between 

digitalization of education and the development of intercultural competence, and helps students fully 

leverage digital technologies to cultivate intercultural competence throughout their learning process. 

Practically, the findings of this research have certain importance implications for curriculum design and 

student development. For curriculum design, it offers insights into incorporating digital elements into 

the English Literature Reading Course to make it more engaging and effective in cultivating 

intercultural competence. For student development, it equips students with the necessary skills and 

knowledge to succeed in a globalized world, preparing them for future academic and professional 

pursuits that demand intercultural communication competence. 

 

 

Figure 1. Research Objectives and Significance 



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2. Literature Review 

2.1 Digitization of Education and Curriculum Innovation  

The digitization of education involves the application of digital technologies to transform the teaching 

and learning process. In the realm of higher education, digital transformation has become a global trend. 

AI-assisted learning, like the one provided by DeepSeek, has the potential to revolutionize education by 

offering personalized learning experiences, instant feedback, and in-depth analysis capabilities of 

complex concepts. AI-Assisted Language Learning provides robust support in writing, speaking, 

vocabulary, and reading. Furthermore, it facilitates the improvement of students‟ language proficiency 

through real-time feedback and personalized learning pathways (Huang, 2023). 

The study of digitalization began with Alvin Toffler‟s The Third Wave in the 1980s, followed by 

Nicholas Negroponte‟s Being Digital in the 1990s, and Esther Dyson‟s Release 2.0: A Design for 

Living in the Digital Age at the turn of the 20
th

 and 21
st
 centuries. Nicholas Negroponte, known as “the 

first person to provide a panoramic vision and predictive study of humanity‟s networked existence”, 

described with extremely forward-looking insight in his book Being Digital—which caused a sensation 

in western society—the profound changes that the application of digital technologies would bring to 

human life forms. Polikoff, Dean (2019) and other scholars have found that information technology has 

gradually become a new form of English classroom teaching, and the effective integration of English 

classroom teaching with information technology is the key to boosting the “transformation” of English 

classroom teaching (Northrop Laura, 2021). Nowadays, social media applications can significantly 

impact on English language learning in the classroom and outside of it thanks to new technologies and 

the widespread use of mobile devices (Akylbek Meirbekov, 2024). 

In recent years, China has attached increasing importance to the digital transformation of higher 

education. National smart education platforms such as Massive Open Online Courses (MOOCs) and 

Chaoxing.com have helped achieve the goal of learning for all, everywhere, and anytime by placing 

educational resources on internet platforms to enable “national learning”. Meanwhile, the Ministry of 

Education has issued the Education Informatization 2.0 Action Plan, emphasizing “promoting the 

renewal of educational concepts, transforming models, and reconstructing systems,” and formulated the 

Standards for Digital Literacy of Teachers, which regulate teacher development from five dimensions: 

digital awareness, digital technology knowledge and skills, digital applications, digital social 

responsibility, and professional development. These provide top-level design and action guidelines for 

the digital transformation of teaching in colleges and universities. These policies have profound 

implications for language teaching, guiding educators to integrate digital technologies into foreign 

language courses to improve teaching quality. 

The digital transformation of education requires teaching to shift from the imparting of knowledge to 

the guidance of values, and it enhances teaching effectiveness through technologies such as virtual 



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simulation and intelligent evaluation. Not only is this transformation an inevitable trend in the 

development of educational technology but it is also an inherent requirement for implementing the 

fundamental task of fostering virtue through education. 

2.2 Intercultural Competence in Language Teaching  

With the continuous advancement of globalization, intercultural competence, as a crucial component 

for enhancing students‟ overall quality and strengthening cultural confidence, has increasingly gained 

attention from both domestic and international education circle. As China‟s economic and cultural 

exchanges with other countries become more frequent, there is an urgent need for a contingent of 

internationalized talents with strong intercultural competence. In China, foreign language education 

represents the most active field in intercultural competence research, and the cultivation of intercultural 

competence has become a topic of widespread concern in the foreign language education community. 

Research on intercultural competence abroad began in the 1960s, initially aiming to solve practical 

problems in intercultural communication through the study of intercultural competence. In the field of 

intercultural research, Ortis used the self-created concept of “transculturality” to describe Cuba‟s 

colonial history, aiming to more accurately reflect the historical integration of the country‟s native 

culture and the cultures of colonial powers. Building on Ortis‟s theoretical research, Dussel argued for 

the reciprocity of cultural reshaping in intercultural processes. Byram (1997) defined intercultural 

competence from the perspective of civic education, suggesting that citizens with intercultural 

experiences reflect on their own experiences in four aspects: knowledge and skills, behavior, action, 

and emotional attitudes, thereby significantly enriching the meaning of intercultural competence. 

Concerning its components, Howard (1998) constructed an intercultural competence model consisting 

of three dimensions—attitudes, skills, and knowledge—based on a trichotomous framework. Regarding 

the formation and development of intercultural competence, Liddicoat (2002) proposed that 

intercultural-oriented English teaching should enhance students‟ competence to use English in 

intercultural contexts. In terms of defining intercultural competence, the academic community 

generally endorses Deardorff‟s (2006) conceptualization. He defines intercultural competence as “the 

ability to communicate effectively and appropriately in intercultural situations, based on intercultural 

knowledge, skills, and attitudes.” With the development of the times, academic definitions of 

intercultural competence have evolved, continuously enriching its connotations.  



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Figure 2. Deardorff’s Model of Intercultural Competence Development 

 

2.3 The English Literature Reading Course: A Course to Develop Critical Thinking from a Intercultural 

Perspective Through English Literature Reading  

English Literature Reading Course, as a core course for English majors, plays a vital role in 

highlighting the core literacy of the English discipline and fulfilling its educational value. The course 

primarily introduces the emergence of literary schools in different historical periods of Britain and the 

United States, biographies of classical authors, and selected readings and appreciations of classic 

Anglo-American literary works (including genres such as poetry, essays, novels, and dramas), thereby 

helping students understand the social backgrounds and cultural contexts of the eras in which the 

authors lives. 

Meanwhile, with correct ideological guidance as its foundation, the course guides students to maintain 

a Chinese perspective while studying Anglo-American literature, compare and contrast Chinese and 

foreign literary works, and adopt a critical mindset to absorb the essence of these works and discard 

their dross. Through learning Anglo-American literary works, students can better understand their 

cultures, thereby telling Chinese stories effectively through comparisons between relevant Chinese and 

foreign literary works, spreading excellent Chinese literary works globally, and showcasing Chinese 

classics to the world. 

Through this course, students can thoroughly understand and master English language knowledge and 

skills from cultural and social perspectives, enhance their comprehension of diverse cultures, cultivate 

intercultural communication competence through Chinese-Western cultural comparisons, and improve 

their ability to apply the English language. It will be possible to disseminate local culture, promote 

exchanges and mutual learning among diverse cultures, and cultivate qualified new-generation foreign 

language professionals (Cao Xiaoling, 2024). 



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2.4 The Garden of Forking Paths: A Novel to Explore Chinese-Western Philosophies via Forking 

Temporalities and Cultural Harmonies in Interlaced Spatialities 

Set during World War I, The Garden of Forking Paths follows Yu Tsun, a former English teacher at 

Tsingtao Hochschule and a German spy, who must transmit the location of British artillery parks on the 

Ancre to Berlin while evading pursuit by Captain Richard Madden. Fleeing to the village of Ashgrove, 

Yu targets Stephen Albert, a Sinologist whose surname matches the secret city name he needs to reveal. 

In Albert‟s garden, the scholar interprets Yu‟s ancestor Ts‟ui Pen‟s legacy: a novel and labyrinth 

symbolizing time as an infinite, branching network of parallel futures. Yu kills Albert to complete his 

mission, is arrested, and is condemned to hang, though his act succeeds in delivering the intelligence. 

The story blends espionage with metaphysical inquiry, exploring time‟s nonlinear nature through 

Eastern philosophy filtered by Western interpretation. 

Rooted in Borges‟s seminal work The Garden of Forking Paths, this curricular design requires students 

to navigate among Eastern and Western historical, philosophical, and literary traditions during textual 

interpretation. By analyzing characters‟ identity dilemmas, intercultural semiotic transpositions, and the 

metaphorical narrative architecture, not only does the course enhance multicultural textual analysis 

skills but it also cultivates intercultural literacy—an intellectual capacity embracing cognitive diversity, 

critical engagement with conflicts, and the pursuit of shared humanity within labyrinthine cultural 

pathways. Such competency equips global learners with both a hermeneutic key to decipher our 

complex world and an architectural framework for constructing substantive intercultural dialogues. 

 

3. Traditional Teaching Paradigms and Digital Transformation 

3.1 Limitations of Traditional Teaching Model  

Currently, the teaching of the English Literature Reading Course commonly adopts a traditional model 

that integrates lectures on the development history of English literature with selected readings of and 

appreciation for prominent authors and their classic works of the corresponding historical periods. The 

lack of integration of Chinese elements in this model has resulted in most English major students 

lacking awareness of and understanding of Chinese culture while studying English literature, and even 

less knowledge about the thoughts of Chinese fine traditional culture and classic Chinese literary works. 

Coupled with the fact that traditional English literature teaching neglects Chinese fine traditional 

culture, students often experience the phenomenon of “cultural aphasia” when using English, making it 

difficult for them to convey Chinese culture to the world in English. Thus, the field of English 

education inevitably faces the imbalance between Chinese and Western cultures and the unbalanced 

development of the global language and culture ecosystem in English education. 

 



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Figure 3. Traditional Teaching Model 

 

Traditional teaching methods in English Literature Reading courses often over-emphasize linguistic 

analysis, primarily focusing on grammar, vocabulary, and literary devices. This approach tends to 

overlook ideological and cultural critical analysis, which are crucial for achieving a comprehensive 

understanding of literary works. Students passively passively receive knowledge when studying 

Anglo-American literature, with their understanding of literary works remaining superficial and lacking 

in-depth analysis. For example, when analyzing a text, students may fail to recognize the cultural biases 

or power dynamics embedded within it. Furthermore, traditional teaching lacks interactive tools to 

visualize abstract concepts. In a work like The Garden of Forking Paths, concepts such as “time 

bifurcation” pose challenges for students to comprehend through traditional lecture-based teaching 

alone. Without effective visual aids, students may struggle to grasp the complex relationships among 

different elements in the story. 

3.2 Digital Innovations in English Literature Reading Course  

The application of digital technologies can offer innovative solutions for addressing the limitations of 

traditional teaching. In the pre-class stage, AI-generated concept maps, such as those related to “time 

imagery”, can assist students in constructing an intercultural semantic network. By visualizing the 

relationships between time-related concepts in different cultures, students can better understand the 

cultural connotations of literary works. During the in-class stage, VR technology can be utilized to 

recreate scenes such as the Suzhou garden maze. This enables students to compare the spatial 

metaphors in Borges‟s works with the spatial metaphors in Chinese literature, such as comparing the 

maze in the story with the garden paths in Chinese gardens to identify their similarities and differences. 

In the post-class stage, TikTok serves as a platform for students to disseminate Chinese philosophical 

ideas globally. By creating and sharing bilingual short videos, students can introduce concepts like the 

Taoist time-view and the co-existence of yin and yang to a global audience, thereby promoting cultural 

exchange. 

 

 

 

 

 

 



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Table 1. The Design of Digital Innovations in English Literature Reading Course 

Teaching 

Stage 
Digital Tool/Method Objective Deardorff‟ s model 

Pre-class 

AI-generated concept 

maps (e.g., “time 

imagery”) 

Construct intercultural 

semantic networks to connect 

core imagery (time and 

space) in literature. 

Attitude 

In-class 
VR reconstruction of  

Suzhou Garden scenes 

Compare spatial metaphors in 

Borges‟ works and Chinese 

literature (e.g., labyrinths vs. 

winding paths in gardens). 

Knowledge and 

Comprehension 

Post-class 
TikTok short video 

creation 

Disseminate Chinese 

philosophical ideas globally 

(e.g., Taoist concept of time, 

symbiosis of yin and yang). 

Skills 

 

4. Case Study: Cultivation Pathways for Intercultural Competence and Digital Pedagogy in The 

Garden of Forking Paths 

4.1 Pre-class Preparation: Cultural Grounding  

During the pre-class preparation stage, the focus is to establish a foundational understanding of 

intercultural communication via digital tools. Students are tasked to write reflective journals on the 

topic of “linear time (West) vs. cyclic time (China)” comparing Western linear time (e.g., Newtonian 

physics, clock-based time systems) and Chinese cyclic time (e.g., the 24 Solar Terms, the concept of 

“cyclic movement” in the Tao Te Ching). They can use AI annotation tools like DeepSeek to help them 

to broaden their ideas and to edit their mistakes of language. AI tools generate keyword maps (e.g., 

“time → maze → cyclicity → yin-yang”) to visualize intercultural semantic connections. Additionally, 

students watch VR-generated animations of Chinese gardens (e.g., Suzhou Gardens) and documentary 

clips on the “time visualization” in Dunhuang murals, linking spatial metaphors like “winding paths 

leading to seclusion” with the story‟s “maze” motif. 

 

 

 

 

 

 



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Table 2. The Design of Pre-class Preparation: Cultural Grounding in The Garden of Forking 

Paths 

Pre-class Preparation Worksheet 

Objective 

To establish a foundational understanding of Chinese-Western time philosophy and cultural symbols 

through digital tools, students will get preparation for in-class analysis. 

Implementation 

1. AI-Assisted Reflective Journals 

o Task: Students use AI annotation tools (e.g., DeepSeek) to analyze the contrast 

between Western linear time (e.g., Newtonian physics, clock-based scheduling) 

and Chinese cyclic time (e.g., 24 Solar Terms, Tao Te Ching‟s “周行而不殆” 

cyclic movement). 

o Process: 

o Students upload reflections on prompts like: “How does Borges‟s „time 

bifurcation‟ relate to Taoist concepts of „混沌‟ (chaos) and „分形‟ 

(fractal)?” 

o AI tools generate keyword maps (e.g., “time → maze → cyclicity → 

yin-yang”) to visualize intercultural semantic networks. 

o Example Resource: 

o Documentary clips from The Art Of DunHuang comparing Dunhuang 

murals‟ “flying apsaras” (representing timelessness) with Borges‟ 

interviews on “infinite time loops”. 

2. Multimedia Pre-Reading 

o Students watch VR-generated animations of Chinese gardens (e.g., Suzhou‟s 

Humble Administrator‟s Garden) to observe spatial metaphors like “曲径通幽” 

(winding paths leading to seclusion), pre-linking to the story‟s “maze” motif. 

 

4.2 In-class Implementation: Multidimensional Engagement  

During in-class implementation, digital tools enable immersive and interactive learning. In a 

VR-simulated “Suzhou Garden maze”, students are able to navigate while analyzing the story, 

contrasting the Western maze‟s symbolism of confusion with the Chinese garden‟s representation of 

harmonious exploration of “the interplay of reality and illusion”. VR scenario simulation is a powerful 

in-class learning tool. By navigating a virtual “Suzhou garden maze” through VR, students can directly 

experience the spatial layout of Chinese gardens and compare it with the maze-like structures in 

Borges‟ works. This hands-on experience helps students better understand the spatial metaphors in 



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literature and the cultural values behind them. For critical debates on whether Borges‟ “Chinese 

garden” constitutes cultural appropriation, students can use AI research assistants (e.g., ChatGPT) to 

retrieve theories like Edward Said‟s “Orientalism” and Fei Xiaotong‟s “cultural awareness”, and 

engage in online discussions guided by Professor Sun Youzhong‟s CREED principle of “Critiquing”, 

which emphasizes analyzing cultural context, representation, and ethical implications. With the 

assistant of AI, students can analyze and evaluate different viewpoints, develop their critical thinking 

skills, and enhance their understanding of cultural issues in literature. 

 

Table 3. The Design of In-class Implementation: Multidimensional Engagement in The Garden of 

Forking Paths 

In-class Implementation Worksheet 

Objective 

To use digital tools for immersive analysis of cultural symbols and critical debates, fostering 

intercultural critical thinking. 

1. VR Scenario Simulation: Spatial Metaphors in Literature 

 Activity: Students navigate a VR-rendered “Suzhou garden maze” while reading excerpts 

from The Garden of Forking Paths. 

 Comparative Analysis: 

o Western Maze: Represents confusion, entrapment (e.g., Minotaur myth). 

o Chinese Garden: Symbolizes harmonious exploration of “虚实相生” (interplay 

of reality and illusion, 《园冶》Yuanye). 

 Digital Tool: VR headsets with embedded AI commentary (e.g., “Notice how the garden‟s 

„borrowed scenery‟ mirrors Borges‟ layered narratives”). 

2. AI-Assisted Debates on Cultural Representation 

 Topic: “Is Borges‟ „Chinese garden‟ an act of cultural appropriation or intercultural 

dialogue?” 

 Digital Support: 

o AI Research Assistants: Students use ChatGPT to retrieve theories (e.g., Edward 

Said‟s “Orientalism”, Fei Xiaotong‟s “cultural awareness”). 

o Online Debate Platform: Students post arguments with timestamped citations 

(e.g., Borges‟ letter admitting “non-systematic knowledge of Taoism”). 

 Guiding Framework: Professor Sun Youzhong‟s CREED principle of “Critiquing”: 

o Cultural context: Analyze Borges‟ 1940s Argentina as a “periphery” negotiating 

Western and non-Western ideas. 

o Representation: Critique stereotypes (e.g., “mystical China” vs. historical realities 



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of garden design). 

o Ethical implications: Discuss responsibilities of global authors in representing 

“other” cultures. 

 

4.3 Post-class Extension: Transmedia Practice  

In post-class extension, trans-media practice promotes cultural dissemination and self-reflection. 

Students could work in groups to create bilingual TikTok short videos re-imagining the story in 

historical Chinese settings (e.g., Tang Dynasty Chang‟an), using AI script generators to incorporate 

classical poetry (e.g., Wang Wei‟s verses) and AR filters to visualize “yin-yang” symbols for parallel 

universes. By integrating Chinese cultural elements and philosophical ideas into the video, students can 

showcase their understanding of intercultural concepts and promote Chinese fine traditional culture 

globally. Peer review via online platforms is an important part of the assessment. Peer reviews could be 

conducted on platforms like Padlet assess cultural authenticity, critical reinterpretation, and digital 

innovation. Focusing on these aspects, students can learn from each other, broaden their views, and 

further enhance their intercultural competence. 

 

 

Table 4. The Design of Post-class Extension: Trans-media Practice in The Garden of Forking 

Paths 

Post-class Extension Worksheet 

Objective 

To apply intercultural insights through creative digital projects, enhancing cultural dissemination 

and self-reflection. 

1. TikTok Short Video Production: Time-Branching Narratives 

 Task: Groups create 90-second bilingual videos retelling The Garden of Forking Paths in a 

Chinese historical setting (e.g., Tang Dynasty Chang‟an). 

 Digital Tools: 

o AI Script Generators: Convert classical Chinese poetry (e.g., Wang Wei‟s verses 

like “I‟d go as far as the end of a stream or fountain and sit and gaze on cloud 

rising over the mountain.”) into dialogue reflecting “time bifurcation”. 

o AR Filters: Overlay “yin-yang” symbols on scenes to visualize parallel universes. 

 Cultural Authenticity Criteria: 

o Inclusion of Tang Dynasty elements: imperial exams, counting rods, Dunhuang 

frescoes. 

o Alignment with Taoist philosophy: “分岔即回归” (bifurcation as return), inspired 



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by I Ching‟s “复卦” (Returning Hexagram). 

2. Peer Review and Global Outreach 

 Assessment Platform: Padlet wall with rubrics: 

o Cultural Authenticity (40%): Accuracy of historical/cultural depictions. 

o Critical Reinterpretation (30%): How well the video subverts Western 

stereotypes (e.g., showing Tang scholars as cosmopolitan thinkers). 

o Digital Innovation (30%): Use of AI/AR to enhance intercultural storytelling. 

 Dissemination: Top videos are published on TikTok with hashtags #TimeBranchingChina 

and #BorgesInTranslation, inviting global audiences to comment on cultural 

representations. 

 

5. Conclusion 

In conclusion, the digitalized, comparative, and experiential approaches in “Global Village” have 

effectively cultivated students‟ intercultural competence. Digital technologies, including AI, VR, and 

online platforms, have provided new means for students to engage with literature, facilitating cultural 

comparison and experiential learning. Through pre-class cultural grounding, in-class multidimensional 

engagement, and post-class trans-media practice, students have not only improved their understanding 

of English literature but also enhanced their intercultural competence. 

The application of digital technologies has also promoted the continuous development of foreign 

literature courses. It has made the teaching process more interactive, engaging, and effective in 

achieving educational goals. Future research can further explore how to optimize the integration of 

digital technologies in literature teaching to better cultivate students‟ intercultural competence and meet 

the challenges of globalization. 

 

Acknowledgement 

I am extremely grateful to my close friends whose companionship and understanding have always been 

a source of strength that propels me forward. Also, I would like to dedicate my deepest appreciation to 

my family. It is precisely the encouragement and trust of my family that allowed me to devote myself 

to the thesis writing without distractions and face various difficulties in the research process calmly. 

 

 

 

 

 

 



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Notes 

This paper comes out as the periodical research results of the following projects:  

Note 1. Construction and Practice of a Transformation Model for the Professional Development of 

English Teachers in Foreign Languages Universities within an Interdisciplinary, Jilin Provincial Higher 

Education Association Context, JGJX2022D316  

Note 2. Cultivation of Students‟ Intercultural Competence and Autonomous Practical Learning Model 

of the English Literature Reading Course in the Global Village under the Background of Digitization of 

Education, Jilin International Studies University, JWXSKY2025B089 

Note 3. Development of Digital Teaching Experiment Cases in the Global Village from the Perspective 

of Chinese-Western Cultural Comparison: Integration of the Course English Literature Reading Course 

and the Cultivation of Students‟ Intercultural Competence. Jilin International Studies University, 

JGJX25D0724 


