AIGC-ENABLED SMART INSTRUCTIONAL DESIGN FOR INTERCULTURAL COMMUNICATION COMPETENCE DEVELOPMENT: A TRIADIC HUMAN–AI COLLABORATION MODEL

The rapid proliferation of Artificial Intelligence Generated Content (AIGC) has introduced transformative pedagogical affordances for Intercultural Communicative Competence (ICC) instruction. However, current applications remain predominantly siloed in linguistic proficiency training, often marginalizing cultural competence development and falling short of providing systematic, end-to-end instructional frameworks. Addressing persistent limitations in traditional ICC pedagogy—such as static case studies, situational authenticity deficits, and rigid interaction patterns—this research, which is a Design-Based Research (DBR), integrates experiential learning, situated learning, and sociocultural theories to propose a theory-driven AIGC-enabled instructional design model. The model develops an integrated framework spanning resources, processes, and evaluation, utilizing New Coursebook of Intercultural Communication as an example, and leverages AIGC to dynamically generate multimodal cultural conflict scenarios, facilitating an instructional cycle of “Concrete Experience–Reflective Observation–Abstract Conceptualization–Active Experimentation,” while establishing a synergistic Teacher-Learner-AI Triad. As a prospective design-based study, this paper prioritizes the operationalization of AIGC integration, providing replicable implementation schemes including thematic analysis matrices and technical guidelines. By establishing this comprehensive framework, the study provides a testable foundation for future empirical validation of its impact on students' intercultural cognition, affective attitudes, and behavioral competencies.