EMERGING PEDAGOGIES AND TECHNOLOGY MEDIATIONS FOR INTERCULTURAL COMPETENCE IN RURAL ENGLISH LEARNING: A HERMENEUTIC SCOPING REVIEW (2020–2026)
DOI:
https://doi.org/10.56219/dialctica.v3i31.6554Keywords:
intercultural communicative competence, english language teaching, rurality, emerging pedagogies, technology-mediated learning, scoping reviewAbstract
This article reports a scoping review with a qualitative–hermeneutic approach aimed |at mapping, interpreting, and critically examining the most recent evidence on technology-mediated emerging pedagogies for developing intercultural competences in English within rural educational contexts. Methodologically, the PCC framework was used to define population, concept, and context; a sensitive and reproducible search was conducted across academic databases and doctoral thesis repositories; duplicates were removed; screening was performed at title/abstract and full-text levels; and the process was reported using PRISMA-ScR. Findings show, on the one hand, a sustained tendency to rely on technological mediations to support learner autonomy and continuity of learning; on the other hand, a clear shift toward active methodologies and authentic tasks, with observable improvements in motivation, participation, and communicative performance. Moreover, interculturality moves from “cultural content” to a situated ICC, where translanguaging and the recognition of local repertoires function as inclusion mediations. However, structural tensions remain (digital divide, teacher training, institutional sustainability), along with evidence gaps (ICC assessment, longitudinal follow-up, and ethical articulation of AI/emerging technologies in rural settings).
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