From Placism to Cosmopolitanism: An AI-Enhanced Multilingual Pedagogical Framework for Global Higher Education
DOI:
https://doi.org/10.57255/jemast.v5i1.1805Keywords:
Placism, Cosmopolitanism, Artificial Intelligence, Multilingual Education, Global Citizenship, Pedagogy and ProvisionAbstract
Placism, understood as place-bound hierarchies of belonging and suspicion of outsiders, poses a challenge to inclusive and globally connected higher education. This study examines whether AI-enhanced multilingual education can support educational outcomes relevant to intercultural participation and uses those findings to develop a Pedagogy and Provision (P&P) framework for global higher education. The study combines a cross-sectional survey of 500 students across 10 countries, an institutional survey of 200 higher-education institutions, and a 12-week controlled intervention with 120 students. The intervention group showed greater gains than the control group in learning motivation (+42% vs. +18%), cross-cultural confidence (+39% vs. +12%), language proficiency (+35% vs. +20%), and acceptance of other cultures (+48% vs. +22%). Institutional results also indicate uneven AI adoption and provision. These findings support the educational potential of AI-enhanced multilingual learning but do not constitute formal validation of the proposed framework. Drawing on Linguistic Influentialism and the antecedent Production and Practice model, the study proposes Pedagogy and Provision as a conceptual framework linking multilingual pedagogy with equitable technological provision. The framework is offered for further empirical testing rather than as a universally validated model.
References
AlTwijri, L., & Alghizzi, T. M. (2024). Investigating the integration of artificial intelligence in English as foreign language classes for enhancing learners’ affective factors: A systematic review. Heliyon, 10(10), Article e31053. https://doi.org/10.1016/j.heliyon.2024.e31053
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z
Bøhn, H., Dypedahl, M., & Myklevold, G.-A. (2026). Developing intercultural competence in English foreign language learning: Focus on communication differences. Scandinavian Journal of Educational Research, 70(6), 1301–1314. https://doi.org/10.1080/00313831.2025.2558725
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20, Article 38. https://doi.org/10.1186/s41239-023-00408-3
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, Article 22. https://doi.org/10.1186/s41239-023-00392-8
Delcker, J., Heil, J., Ifenthaler, D., Seufert, S., & Spirgi, L. (2024). First-year students AI-competence as a predictor for intended and de facto use of AI-tools for supporting learning processes in higher education. International Journal of Educational Technology in Higher Education, 21, Article 18. https://doi.org/10.1186/s41239-024-00452-7
Evans, G. (2017). Brexit Britain: Why we are all postindustrial now. American Ethnologist, 44(2), 217.
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
Fountoulakis, M. S. (2024). Evaluating the impact of AI tools on language proficiency and intercultural communication in second language education. International Journal of Second and Foreign Language Education, 3(1), 12–26. https://doi.org/10.33422/ijsfle.v3i1.768
Fudiyartanto, F. A. (2024). English language teaching in a globalised world: A sociological investigation of Indonesian higher education. International Journal of Educational Research, 127, Article 102395. https://doi.org/10.1016/j.ijer.2024.102395
Helmiatin, Hidayat, A., & Kahar, M. R. (2024). Investigating the adoption of AI in higher education: A study of public universities in Indonesia. Cogent Education, 11(1), Article 2380175. https://doi.org/10.1080/2331186X.2024.2380175
Jamal Eddine, R., Gide, E., & Al-Sabbagh, A. (2026). Systematised evidence mapping of generative artificial intelligence (GenAI) and digital divide phenomena in higher education. Discover Computing, 29, Article 157. https://doi.org/10.1007/s10791-026-10044-w
Kohnke, L. (2024). Exploring EAP students’ perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, Article 100279. https://doi.org/10.1016/j.caeai.2024.100279
Kozlova, T. (2026). A sociocultural perspective on the role of AI in shaping intercultural communicative competence in L2 education. Language and Intercultural Communication, 26(5), 741–752. https://doi.org/10.1080/14708477.2026.2720765
Lai, W. Y. W., & Lee, J. S. (2024). A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents. Computers and Education: Artificial Intelligence, 7, Article 100291. https://doi.org/10.1016/j.caeai.2024.100291
Li, B., Lowell, V. L., Wang, C., & Li, X. (2024). A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Computers and Education: Artificial Intelligence, 7, Article 100266. https://doi.org/10.1016/j.caeai.2024.100266
Li, J., Yuan, F., & Kulich, S. (2025). Foreign language learners’ self-perceived proficiency and intercultural competence: Mediating roles of quantity and quality of intercultural interactions. International Journal of Intercultural Relations, 107, Article 102206. https://doi.org/10.1016/j.ijintrel.2025.102206
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), Article 100790. https://doi.org/10.1016/j.ijme.2023.100790
Lo, C. K., Yu, P. L. H., Xu, S., Ng, D. T. K., & Jong, M. S. Y. (2024). Exploring the application of ChatGPT in ESL/EFL education and related research issues: A systematic review of empirical studies. Smart Learning Environments, 11, Article 50. https://doi.org/10.1186/s40561-024-00342-5
Mao, L., Kong, B., & Chu, S. (2026). Intercultural communicative competence in translation teaching mediated by artificial intelligence: Cultural schema theory, mediated discourse analysis and intercultural pragmatics. Acta Psychologica, 265, Article 106616. https://doi.org/10.1016/j.actpsy.2026.106616
Mizutani, S. (2013). Hybridity and history: A critical reflection on Homi K. Bhabha’s post-historical thoughts. Ab Imperio, 2013(4), 27–48. https://doi.org/10.1353/imp.2013.0115
Nagy, A. S., Tumiwa, J. R., Arie, F. V., & Erdey, L. (2024). An exploratory study of artificial intelligence adoption in higher education. Cogent Education, 11(1), Article 2386892. https://doi.org/10.1080/2331186X.2024.2386892
Ndi, A. (2019). (Dis)investing Homi Bhabha’s emancipative discourse (from) in post-colonial project management: Re-thinking the amodernism of imperial/African political economy. Journal of Education, Society and Behavioural Science, 29(4), 1–12. https://doi.org/10.9734/JESBS/2019/V29I430114
Patiño-Santos, A., Trenchs-Parera, M., & Pastena, A. (2026). Becoming “global” in higher education: Positioning and agency in young people’s language biographies. Journal of Language, Identity & Education, 25(2), 233–247. https://doi.org/10.1080/15348458.2024.2325128
Pradita, I., & Arimi, S. (2025). Language policy and linguistic landscapes in the internationalization of a non-Anglophone university. Journal of Applied Research in Higher Education, 17(5), 2051–2064. https://doi.org/10.1108/JARHE-11-2023-0510
Roozafzai, Z. S. (2021). From knowledge to power: A knowledge-based model of development. The International Journal of Interdisciplinary Cultural Studies, 16(1), 61–73. https://doi.org/10.18848/2327-008X/CGP/v16i01/61-73
Roozafzai, Z. S. (2023). From linguistic imperialism to influentialism [Conference contribution]. International Conference on Linguistic and Cultural Diversity: History and Modernity, RUDN University, Moscow, Russia.
Roozafzai, Z. S. (2024). From sociocultural theory (SCT) to socially-contextualized pedagogy (SCP). International Journal of Language Pedagogy, 4(1), 28–40. https://doi.org/10.24036/ijolp.v4i1.59
Roozafzai, Z. S. (2025). Embracing linguistic influentialism: A new conceptual approach in EIL. International Journal of Practical and Pedagogical Issues in Language Education. https://doi.org/10.22034/IJPIE.2025.488029.1063
Roozafzai, Z. S., & Zaeri, P. (2024). Digital dynamics: Exploring the intersection of AI, animation, and personalized learning. i-manager’s Journal of Educational Technology, 21(1), 1–10. https://doi.org/10.26634/jet.21.1.20850
Rwodzi, C., de Jager, L., & Mpofu, N. (2020). The innovative use of social media for teaching English as a second language. The Journal for Transdisciplinary Research in Southern Africa, 16(1), Article 702. https://doi.org/10.4102/td.v16i1.702
Shadiev, R., Nguyen, T.-R.-G., & Hwang, W.-Y. (2026). AI-enhanced cross-cultural learning with contextualization, personalization, and socialization in authentic contexts. Interactive Learning Environments, 34(7), 4838–4866. https://doi.org/10.1080/10494820.2025.2612252
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, Article 15. https://doi.org/10.1186/s40561-023-00237-x
Tukachinsky Forster, R., Kee, K., & Li, G. M. (2026). From digital divide to equity-enhancing diffusion: Generative AI and writing quality. AI & Society, 41, 4281–4288. https://doi.org/10.1007/s00146-025-02739-3
Walter, Y. (2024). Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21, Article 15. https://doi.org/10.1186/s41239-024-00448-3
Wang, F., Cheung, A. C. K., & Chai, C. S. (2024). Language learning development in human-AI interaction: A thematic review of the research landscape. System, 125, Article 103424. https://doi.org/10.1016/j.system.2024.103424
Xia, Y., Shin, S.-Y., & Kim, J.-C. (2024). Cross-cultural intelligent language learning system (CILS): Leveraging AI to facilitate language learning strategies in cross-cultural communication. Applied Sciences, 14(13), Article 5651. https://doi.org/10.3390/app14135651
Xu, H., Wang, Y., & Ma, J. (2025). A comprehensive review of intercultural communicative competence in EFL education and global business. Cogent Education, 12(1), Article 2557608. https://doi.org/10.1080/2331186X.2025.2557608
Yazdiha, H. (2010). Conceptualizing hybridity: Deconstructing boundaries through the hybrid. Formations: The Graduate Center Journal of Social Research, 1(1), 31–38. https://academicworks.cuny.edu/gc_pubs/314/
Zaeri, P., & Roozafzai, Z. S. (2024). Identifying as the protagonist: Presence-inducing gameplay, linguistic elements, and self-perception in first-person narrative games. Global Journal of Design Art and Education, 14(2), 59–79. https://doi.org/10.18844/gjae.v14i2.9393
Zheng, L., & Yang, Y. (2024). Research perspectives and trends in artificial intelligence-enhanced language education: A review. Heliyon, 10(19), Article e38617. https://doi.org/10.1016/j.heliyon.2024.e38617
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2026 Zahra Sadat Roozafzai
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
