Integration of Artificial Intelligence technologies into the process of teaching a foreign language as a way to forming higher education students’ intercultural competence

<jats:p>The rapid development of artificial intelligence technologies is creating new opportunities for transforming foreign language education and developing students’ intercultural competence. Modern large language models and other AI-based tools can provide learners with individualized educational experiences, simulate authentic communicative situations, generate language-learning materials, support interactive practice, and provide immediate feedback. These possibilities are particularly relevant in the context of intercultural education, where students need not only to acquire linguistic knowledge but also to understand cultural differences, interpret communication in context, adapt their behavior, and interact effectively with representatives of different linguistic and cultural communities. The study focuses on the integration of artificial intelligence technologies into foreign language teaching as a means of developing the intercultural competence of higher education students. The authors examine current methodological approaches to the use of AI in foreign language education and analyze its potential for creating a personalized educational environment. AI-based technologies can adapt learning materials to students’ proficiency levels, interests, professional needs, and individual learning trajectories. They can also provide opportunities for repeated practice without the psychological pressure sometimes associated with direct interaction, allowing students to experiment with language use, receive immediate feedback, and gradually develop confidence in communication. The simulation of authentic communicative scenarios is considered particularly valuable for intercultural learning, as students can practice responding to situations that involve different cultural norms, communication styles, values, and expectations. The study considers intercultural competence as a complex ability that includes linguistic knowledge, awareness of cultural differences, openness to other cultures, empathy, cultural sensitivity, critical interpretation of cultural information, and the ability to adapt communication strategies to specific intercultural contexts. Foreign language learning provides an appropriate environment for developing these components because language and culture are inseparable. AI technologies can enhance this process by providing access to diverse communicative scenarios and enabling students to explore different cultural perspectives. At the same time, the authors emphasize that AI-generated cultural content should not be accepted uncritically, as large language models may reproduce stereotypes, generalizations, inaccuracies, or culturally biased representations. Particular attention is therefore given to the concept of hybrid pedagogy, which involves purposeful cooperation between humans and artificial intelligence in the educational process. Within this approach, AI is viewed primarily as a technological partner capable of performing routine and repetitive tasks, generating learning materials, providing practice opportunities, and supporting feedback. The human teacher and learner retain responsibility for interpretation, evaluation, decision-making, creativity, ethical judgment, and the overall direction of the learning process. The human brain therefore performs the facilitator function within an integrated human–AI educational system, ensuring that technological capabilities remain subordinated to pedagogical objectives. The study also substantiates the concept of pedagogical scaffolding, or cognitive scaffolding, as an important mechanism for supporting students at different stages of intercultural competence formation. Scaffolding involves providing learners with structured assistance, prompts, examples, explanations, guiding questions, feedback, and other forms of support that help them gradually move from externally supported activities toward independent performance. The integration of AI technologies also changes the role of the foreign language teacher. Rather than replacing the teacher, AI can support the transition toward a more facilitative and mentoring role. The teacher is responsible for selecting appropriate technologies, defining learning objectives, designing communicative tasks, monitoring students’ progress, identifying problematic AI outputs, and creating opportunities for reflection and discussion. This requires teachers to develop not only digital competence but also methodological competence in designing effective human–AI interaction. The study concludes that hybrid pedagogy and pedagogical scaffolding provide promising methodological frameworks for the responsible integration of artificial intelligence into foreign language education. The combination of AI capabilities with human cognitive, emotional, reflective, and pedagogical resources can create a balanced learning environment in which technology supports rather than replaces human agency. Such an approach contributes not only to foreign language proficiency but also to the development of intercultural awareness, critical thinking, autonomy, and readiness for effective communication in multicultural professional and academic environments.</jats:p>