International Journal of Education

Due to the "Going Global" strategy for Chinese culture, traditional culture courses in universities are gradually undertaking the task of cultivating students' international communication capabilities. However, current teaching practices still predominantly focus on text explanation and translation exercises. Consequently, while students possess a foundational linguistic competence, they lack the skills for expression and strategic planning required for authentic communication scenarios. The key to curriculum reform lies in how to deepen cultural understanding while simultaneously strengthening communication awareness. Taking the International Communication course on Banmo Culture as a case study, this paper integrates generative artificial intelligence into project-based learning, guiding students to complete systematic international communication plans tailored for specific social media platforms. The effectiveness of this approach is evaluated through classroom observations, analysis of student work, and questionnaire feedback. The findings indicate that, under proper guidance, artificial intelligence can help broaden students' thinking, enhance their audience awareness and multimodal expression skills. It also presents new demands on teachers' ability to guide technology use and to adapt assessment methods.

Artificial intelligence; Traditional culture teaching; International communication; Project-based learning; Banmo culture