Intercultural Communication Competence in Preservice Teachers: From Traditional Activities to Digital Simulations

Abstract

This chapter explores how intentional instructional design can develop intercultural communication competence in preservice teachers through both traditional and digital modalities. Rooted in postpandemic challenges with peer interaction, the study investigates how rural teacher-education students engage with intercultural concepts through a paper-based ‘Guess the Image’ activity and a digital simulation series created with Articulate Storyline 360 and HeyGen AI. These complementary learning experiences aligned with InTASC Standard 9 fostered awareness of cultural filters, ambiguity in communication, and ethical responsiveness in classroom contexts.

Using a mixed-methods qualitative approach, pre- and postassessments captured changes in student confidence, communication styles, and intercultural awareness. Results demonstrated notable growth in empathy, equitable engagement, and face-to-face communication confidence, alongside reflective recognition of persistent challenges such as interpreting nonverbal cues. Students reported that both the game-based and artificial intelligence (AI)-enhanced environments provided psychologically safe spaces for experimentation, dialogue, and professional identity formation.

Findings suggest that scenario-based digital learning can complement traditional intercultural exercises by promoting affective engagement, reflective practice, and ethical decision-making. Integrating gamified, simulation-based tools within teacher preparation programs may thus bridge the gap between intercultural theory and classroom application, supporting a new model of culturally responsive pedagogy for the digital era.