Cultural Intelligence in AI-Driven Online Learning Examining Bias and Inclusivity in Virtual Classrooms

Jul 2, 2026

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Artificial intelligence (AI) integrated into online education improves personalization, automation, and adaptive support, yet it also introduces risks for culturally diverse learners. This study investigates how AI-enabled learning platforms support or constrain cultural inclusivity through cultural intelligence (CQ). Using an explanatory sequential mixed-methods design with 230 participants, survey results were analyzed with descriptive statistics, ANOVA, and regression, while interviews and focus groups used thematic analysis. Results show Western-oriented norms remain embedded, reducing engagement for non-Western and multilingual students when recommendations lack cultural representation. Higher CQ supports adaptability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

Introduction

Background: AI in online education

Cultural intelligence (CQ) and inclusivity

Problem: bias and cultural sensitivity in AI systems

Article history

CULTURAL INTELLIGENCE IN AI-DRIVEN ONLINE LEARNING: EXAMINING BIAS AND INCLUSIVITY IN VIRTUAL CLASSROOMS 1*Juvrianto Chrissunday Jakob, 1Maslan Abdin, 2Mohammed H. Alaqad, 3Sivaraja S, 4Andi Asrifan 1Politeknik Negeri Ambon, Indonesia 2University of Malaya, Malaysia 3Poompuhar College Autonomous (Annamalai University), India 4Universitas Negeri Makassar, Indonesia *Corresponding author email: [j](juvrianto.jakob@polnam.ac.id)[uvrianto.jakob@polnam.ac.id](juvrianto.jakob@polnam.ac.id) A B S T R A C T The integration of artificial intelligence (AI) into online education has transformed teaching and learning practices through personalization, automation, and adaptive learning support. However, the increasing use of AI-driven educational systems raises concerns regarding their ability to accommodate culturally diverse learners. While previous studies have primarily focused on the effectiveness of AI in improving engagement and learning outcomes, limited attention has been given to the role of cultural intelligence (CQ) in AI-mediated learning environments. This study examines how AI-integrated online learning platforms support or constrain cultural inclusivity among diverse student populations. The study employed an explanatory sequential mixed-methods design involving 230 participants, including students, instructors, and AI developers. Quantitative data were collected through surveys and analyzed using descriptive statistics, ANOVA, and regression analysis, while qualitative data from semi-structured interviews and focus groups were analyzed through thematic analysis. The findings indicate that although AI technologies improve accessibility and learning efficiency, many AIdriven systems still reflect dominant Western-oriented educational normsand communication styles. Non-Western learners and multilingual students reported lower engagement levels, particularly when AI-generated feedback and content recommendations lacked cultural representation and contextual sensitivity. The study also found that learners with higher levels of cultural intelligence demonstrated stronger adaptability to AI-mediated learning environments. This study contributes to the growing discussion on AI in education by positioning cultural intelligence as an important consideration in the design and implementation of AI-supported learning systems. The findings highlight the need for culturally responsive AI frameworks and emphasize the continuing importance of human–AI collaboration in creating equitable and inclusive online learning environments. A R T I C L E I N F O Article History: Received: 15 March 2026 1st revision: 30 April 2026 2nd revision: 31 May 2026 Accepted: 17 Juni 2026 Published: 30 June 2026 Keywords: Artificial intelligence; Cultural intelligence; Online learning; Cultural inclusivity; AI-mediated education; Online education How to cite: Jakob, J. C., Abdin, M., Alaqad, M. H., S, S., & Asrifan, A. (2026) . Cultural Intelligence in AIDriven Online Learning: Examining Bias and Inclusivity in Virtual Classrooms. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 13(1), 166– 184. [https://doi.org/10.33394/jo-elt.v13i1.20009](https://doi.org/10.33394/jo-elt.v13i1.20009) Copyright© 2026, Juvrianto Chrissunday Jakob, Maslan Abdin, Mohammed H. Alaqad, Sivaraja S, Andi Asrifan This is an open access article under the CC BY-SA License. INTRODUCTION The rapid digital revolution of education has led to the widespread adoption of online learning environments, transforming pedagogy and student engagement worldwide (Makda, 2025; McCarthy et al., 2023; Mhlongo et al., 2023; Mohamed Hashim et al., 2022) . Educational institutions have increasingly used AI-driven tools to customize learning experiences, automate evaluations, and improve instructional delivery. AI-powered adaptive learning systems, chatbots, automated feedback, and data-driven d

FAQs

What is the main concern about using AI in online education for culturally diverse learners?

AI-driven systems may not adequately represent diverse cultural viewpoints, leading to reduced cultural sensitivity and potentially reinforcing dominant educational norms.

How does the study evaluate cultural inclusivity in AI-mediated learning environments?

It uses an explanatory sequential mixed-methods approach with surveys and statistical tests, followed by semi-structured interviews and focus groups analyzed through thematic analysis.

What relationship does the study find between cultural intelligence (CQ) and learners’ experience with AI platforms?

Learners with higher CQ demonstrate stronger adaptability to AI-mediated learning environments, especially when systems provide feedback and recommendations.

Jul 2, 2026

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