The Interplay of Intercultural Learning and Academic Readiness in Developing Virtual Competence among Chinese University Students

Abstract

This study investigates the impact of intercultural learning on the development of virtual intercultural competence among students in Chinese higher education, with a specific focus on the mediating role of academic readiness. The research employs a cross-sectional quantitative methodology to examine the relationships between these variables. Data was collected using structured questionnaires administered to students and educators, followed by comprehensive statistical analysis. Findings indicate a significant positive effect of intercultural learning on virtual intercultural competence and academic readiness, highlighting the importance of incorporating structured intercultural learning activities into higher education curricula. Additionally, the study reveals that academic readiness significantly mediates the relationship between intercultural learning and virtual intercultural competence, emphasizing the interconnectedness of these factors. The research provides valuable insights for educators and policymakers to design and implement effective intercultural learning programs that enhance students' skills for navigating global interactions in digital environments. This study contributes to both theoretical frameworks and practical applications in the realm of virtual intercultural learning, offering a foundation for future research and policy development in higher education.