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.
Ge et al. (2026) studied this question.