The Role of AI in Improving Young Learners’ Intercultural Communicative Competence

Researchers suggest that intercultural communicative competence can be developed through innovative activities such as telecollaboration, where learners from diverse cultural backgrounds engage in online interaction. However, implementing intercultural telecollaboration projects presents several challenges for educators, including complex organizational demands, considerable time investment and unpredictability—especially due to reliance on partner institutions, which may vary in commitment or withdraw before project completion. These limitations prompt a critical reflection on how recent advancements in generative AI might be applied in education to create AI-driven alternatives to real telecollaboration, maintaining their intercultural benefits while mitigating logistical drawbacks. This empirical study investigates the use of AI technology in EFL classroom to simulate real-world intercultural telecollaboration scenarios. Conducted in a bilingual Italian school in Rome, the study explores interactions between students in grade 6 (lower secondary) and AI-powered virtual companions on the SchoolAI platform. Through qualitative analysis, it examines the dynamics between learners and chatbots, highlighting both the potential benefits and challenges of AI-simulated intercultural exchange. The research contributes to ongoing discussions on AI in education, offering insights into its effective integration in language classrooms, with attention to the developmental needs of young learners. In doing so, it aims to critically evaluate the promises of AI-driven education and distinguish between technological hype and practical reality.