Research Self-Efficacy, ICT Usage, and Their Combined Impact on Cross-Cultural Communication Competence: A Systematic Literature Review

Qiong Li

doi:10.54097/z013c543

Authors

Qiong Li

DOI:

https://doi.org/10.54097/z013c543

Keywords:

Self-efficacy, ICT, cross-cultural communication, education.

Abstract

In the context of increasing globalization, the significance of students’ research self-efficacy, utilization of information and communication technology (ICT), and cross-cultural communication competence (ICC) has grown immensely for creating inclusive and effective educational environments. Understanding the interrelations among these elements is essential to addressing challenges in multicultural learning settings and advancing pedagogical innovations. However, most existing studies examine these concepts separately, providing limited insight into their combined effects and variations across contexts. To address this gap, our systematic literature review consolidates empirical and theoretical studies to investigate how self-efficacy and ICT tools collectively shape outcomes in ICC. Based on the research questions, this study aims to systematically investigate the interplay between research self-efficacy, ICT usage, and ICC. Specifically, it seeks to understand how these elements collectively influence educational outcomes in multicultural settings. To achieve this, the study synthesizes findings from a wide range of empirical and theoretical literature, focusing on identifying synergies and contextual variations that have been underexplored in previous research. Key findings reveal that students with heightened self-efficacy demonstrated enhanced ICT adoption, which facilitated overcoming cultural barriers and improving intercultural collaboration. Conversely, gaps persisted in longitudinal evidence, tool-specific efficacy comparisons, and so forth. Theoretically, this review integrates Bandura’s framework of self-efficacy with models of ICT-mediated learning, proposing a dynamic interaction between personal agency and digital literacy. Methodologically, this study outlined a replicable protocol for interdisciplinary systematic reviews, emphasizing both cultural and technological dimensions. Practically, the results offered guidance to educators designing ICT interventions aimed at fostering self-efficacy and cultural adaptability. Future research should prioritize examining ICT’s long-term impact on self-efficacy, as well as culturally tailored technologies that address disparities in digital access and pedagogical support. This review underscores the transformative potential of aligning psychological and technological strategies to optimize ICC in education.

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