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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
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Home > Archives > Vol. 10 No. 9 (2025): Published > Review Articles
ESP-4175

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2025-10-23

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Vol. 10 No. 9 (2025): Published

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Review Articles

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Copyright (c) 2025 Dejuan Mao, Fathiyah Mohd Kamaruzaman*, Ahmad Zamri Mansor

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Dejuan Mao, Fathiyah Mohd Kamaruzaman, & Ahmad Zamri Mansor. (2025). Exploring the impact of massive open online courses on enhancing intercultural communication competence: A systematic literature review. Environment and Social Psychology, 10(9), ESP-4175. https://doi.org/10.59429/esp.v10i9.4175
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Exploring the impact of massive open online courses on enhancing intercultural communication competence: A systematic literature review

Dejuan Mao

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Fathiyah Mohd Kamaruzaman

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia

Ahmad Zamri Mansor

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia


DOI: https://doi.org/10.59429/esp.v10i9.4175


Keywords: online learning; intercultural communication competence; MOOCs; systematic literature review; higher education


Abstract

With the rapid advancement of globalization, intercultural communication has become increasingly essential in political, economic, and cultural contexts. In this context, online learning has emerged as a key avenue for fostering Intercultural Communication Competence (ICC), as it overcomes constraints of time, location, cost, and eligibility, promotes the sharing of high-quality courses and advances educational equity. However, currently limited research has systematically explored how ICC can be effectively cultivated through MOOCs, especially based on empirical evidence. To address this gap, this study aims to explore the relationship between MOOCs and ICC through a Systematic Literature Review (SLR). The review analyzes selected articles retrieved from Scopus, Web of Science (WoS) and Education Resources Information Center (ERIC) using predefined inclusion and exclusion criteria. The findings show that authentic task-driven learning, technology-supported interaction, and experiential learning are key pathways to enhancing ICC. By breaking down geographical and cultural barriers and offering authentic tasks within intercultural communication environments, MOOCs provide students with effective opportunities to enhance their ICC through the integration of practical, culturally interactive learning tasks. This study concludes that MOOCs have significant potential in enhancing ICC within higher education. The insights derived from this review may guide future research and practice in integrating ICC-focused strategies into online learning environment.


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