JHASS

Article http://dx.doi.org/10.26855/jhass.2026.04.002

Research on the Immersive Path Construction of Cross-cultural Communication Learning Under the Background of Digital Education

TOTAL VIEWS: 516

Shengqiang Cao

School of Foreign Languages, Chongqing University of Arts and Sciences, Chongqing 402160, China.

*Corresponding author: Shengqiang Cao

This article is a phased achievement of the 2025 Chongqing Higher Education Teaching Reform Research Major Project “Ideological and Political Guidance, Interdisciplinary Integration, and Practice Empowerment—Exploration and Practice of the ‘331’ Curriculum-based Ideological and Political Education Model for Foreign Language Majors in Local Universities” [Project No. 251044]; This article is a phased achievement of the 2020 Chongqing Social Science Foundation Project—Research on the Image of China Based on the Cognitive Perception of International Students in Chongqing [Project No. 2020WYZX13].

Published: April 16,2026

Abstract

The continuous promotion of a digital education strategy provides a new view and practical possibilities for cross-cultural communication and teaching in higher education. The traditional method of dealing with this topic depends to a large extent on teachers’ personal knowledge and case analysis. Due to the lack of a real interactive environment, students’ results are limited. Drawing on structuralism and positioning cognition theory, this study explores the use of artificial intelligence-driven simulation technology to expand the student-centered teaching model supported by digital tools. The survey results show that this immersive way enhances students’ cross-cultural awareness and communication skills through a real background, active cognitive participation, and practical experience. This research provides a theoretical framework and practical approach for cross-cultural teaching, has great value in the context of digital education, and provides new ideas for similar courses within English. The synergistic integration of three mechanisms—technology empowerment, instructional guidance, and interactive generation provides a replicable model for an immersive cross-cultural teaching method.

Keywords

Digitalization of education; cross-cultural communication; immersive path, construction research

References

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Craig, C. D. (2023). A systematic overview of reviews of the use of immersive virtual reality in higher education. Higher Learning Research Communications, 13(2), 102-120.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Moreno Gimenez, A., & Parker, R. (2025). Immersive inclusivity: AI-enhanced virtual reality for language and cultures learning. Lancaster University Education Conference Proceedings, (2), 45-60.

Shadiev, R., Wang, X., Chen, X., Gayevskaya, E., & Borisov, B. (2024). Research on the impact of the learning activity supported by 360-degree video and translation technologies on cross-cultural knowledge and attitudes development. Education and Information Technologies, 29(7), 8503-8525.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yu, H. L. (2024). The paradigm shift of foreign language education and teaching in colleges and universities in the intel-ligent era. Foreign Language Teaching and Research, (6), 940-942.

How to cite this paper

Research on the Immersive Path Construction of Cross-cultural Communication Learning Under the Background of Digital Education

How to cite this paper: Shengqiang Cao. (2026) Research on the Immersive Path Construction of Cross-cultural Communication Learning Under the Background of Digital Education. Journal of Humanities, Arts and Social Science, 10(4), 409-414.

DOI: http://dx.doi.org/10.26855/jhass.2026.04.002