Shadiev, R., Shi, G., Altinay, F., Zhussupova, R., Li, Y., Lu, K., & Kerimbayev, N. (2026). Enhancing Global Artificial Intelligence Literacy, Innovation and Entrepreneurship Through an Exploratory Cross-Cultural Study: Interactions With Pedagogical Agents in Immersive Virtual Reality Environments. Journal of Educational Computing Research, 64(5), 1217–1253.

Artificial intelligence is rapidly reshaping education, business, and society. As AI becomes part of everyday life, knowing how to use these technologies responsibly and effectively is no longer enough—students must also learn how AI is applied across different cultures, industries, and global contexts. In a recent study published in the Journal of Educational Computing Research, researchers including Near East University (NEU) researcher Prof. Dr. Fahriye Altınay explored how combining artificial intelligence, immersive virtual reality (VR), and cross-cultural collaboration can help prepare students for this new reality.

The researchers argue that most AI literacy initiatives remain largely local in focus, teaching students how to use AI within their own educational or cultural environments. Yet today’s graduates are increasingly expected to work with people from different countries, communicate across cultures, and solve global challenges. To address this gap, the research team developed an innovative learning model in which AI-powered pedagogical agents—intelligent virtual learning assistants—supported students throughout immersive cross-cultural learning experiences in virtual reality.

The study brought together 68 university students from China, Northern Cyprus, and Kazakhstan. Working collaboratively, students created scripts introducing their own cultures and explaining real-world AI applications. They then recorded immersive 360-degree videos, exchanged them with international peers, and explored each other’s cultural environments using VR headsets. Throughout the experience, students interacted with AI pedagogical agents that answered questions, explained unfamiliar cultural concepts, improved their scripts, and guided reflective discussions after each activity.

Unlike traditional educational chatbots, the pedagogical agents were carefully designed for different stages of learning. One AI assistant helped students develop and refine their scripts, another provided real-time voice interaction while students explored VR environments, and a third supported reflective thinking after the learning activities. Integrated with ChatGPT-4o and connected directly to the VR platform, these agents delivered personalized guidance, immediate feedback, multilingual support, and continuous one-to-one assistance throughout the project.

The educational outcomes were striking. Statistical analyses revealed significant improvements in global AI literacy, with students progressing from simply recognizing AI concepts to confidently applying AI knowledge in different cultural settings. Innovation and entrepreneurship scores also increased significantly after the intervention, suggesting that immersive international collaboration encouraged students to think more creatively, communicate more effectively, and develop solutions that combined technological innovation with cultural understanding.

Students also reported highly positive experiences with the technologies themselves. Most participants described the AI pedagogical agents as trustworthy, helpful, and easy to interact with, while the VR environment created a strong sense of presence and immersion. Many participants explained that AI-powered translation, real-time conversations, and personalized guidance enabled them to understand unfamiliar cultures more deeply and inspired new ideas for applying AI to cultural preservation, education, tourism, and entrepreneurship.

Beyond its educational findings, the study demonstrates a new direction for AI-supported learning. Rather than treating AI as a tool that simply answers questions, the researchers present AI as an intelligent learning companion capable of guiding exploration, encouraging reflection, and facilitating meaningful intercultural dialogue. Combined with immersive VR environments, these pedagogical agents transform passive learning into an active, collaborative, and globally connected experience.

As artificial intelligence continues to reshape education worldwide, developing global AI literacy will become increasingly important. This research shows that combining AI, immersive technologies, and international collaboration can help students build not only technical competence but also cultural awareness, creativity, and entrepreneurial thinking—skills that will be essential in tomorrow’s interconnected world. The findings offer valuable guidance for universities seeking to design innovative learning environments that prepare graduates for the opportunities and challenges of the AI era.

To learn more about the study or explore potential research collaborations, please contact Prof. Dr. Fahriye Altınay at [email protected].

About the researcher

Prof Dr. Fahriye Altınay is a Professor at the Faculty of Education, Near East University. Her research focuses on educational technologies, artificial intelligence in education, digital transformation, online and distance learning, educational leadership, and technology-enhanced pedagogy. She has led numerous international research projects on innovative learning environments, immersive technologies, and the integration of AI into education, contributing extensively to the advancement of global digital education. Currently, she is assigned as consulting editor in Educational Technology Research and Development journal.

Disciplines: Educational Technology, Artificial Intelligence in Education, Digital Learning, Virtual Reality, Distance Education, Educational Leadership, Innovation in Higher Education.

For collaboration and inquiries, he can be reached at [email protected].

Abstract

As artificial intelligence (AI) continues to transform global education, the development of AI literacy has become a pressing priority. However, current initiatives often approach AI literacy from local or national perspectives, overlooking the importance of a broader, global context. In cross-cultural learning, immersive virtual reality (VR) environments based on 360-degree video technology offer authentic experiences; however, these are typically asynchronous, limiting learners’ opportunities for real-time interaction, feedback, and support. Such limitations may hinder the effective development of global AI literacy, innovation, and entrepreneurship. To address this challenge, the present study designed and implemented AI-powered interactive pedagogical agents (PAs) within immersive VR environments. These agents provided real-time, context-sensitive support during cross-cultural learning activities, aiming to enhance engagement and promote global AI literacy, innovation, and entrepreneurship. A total of 68 students from China, Northern Cyprus, and Kazakhstan participated in the study. With the assistance of PAs, students created cross-cultural scripts and recorded corresponding 360-degree videos, which were then exchanged among participants. Using VR headsets, students viewed immersive learning content on AI concepts and their applications across diverse cultural contexts, engaging in verbal interactions with PAs throughout the viewing experience. Following this, students reflected on their learning experiences under the guidance of PAs. A mixed-methods research, comprising pre- and post-test questionnaires, interviews, and reflection reports, demonstrated statistically significant gains in students’ global AI literacy, innovation, and entrepreneurship following the intervention. Participants also reported high levels of perceived credibility and immersion with the PAs in VR environments. Based on these findings, the study offers recommendations to inform future practices in global AI literacy education.

Keywords: global AI literacy, interactive pedagogical agent, innovation, entrepreneurship, crosscultural learning, virtual reality