Analysis of the Integration of Intercultural Competence through CALL in Primary Pre-service Teaching Syllabi

Abstract

This study analyses the integration of intercultural competence through technology in the teaching syllabi related to foreign language (FL) in the pre-service primary teacher training degrees (Degree in Primary Education) of Spanish universities. The research aims to understand how these elements, which enhance computer-assisted language learning (CALL), are incorporated into the teaching syllabi and their impact on teacher training. Using a qualitative documentary analysis, the study reviewed 496 course guides from foreign language teaching (FLT) programmes. The analysis focused on competencies, learning outcomes, and content, with a particular emphasis on the use of digital technologies and their relation to the soft skills developed in intercultural education. The findings indicate that while intercultural components and digital technologies are included, they are often addressed separately. Most programmes prioritize linguistic proficiency and soft skills, such as empathy and adaptability, yet do not fully integrate these aspects with technology to foster comprehensive intercultural competence. Digital tools are primarily employed to enhance practical language skills but have limited application in promoting critical thinking or cultural understanding. The study concludes that there is a need for a more cohesive integration of technology and intercultural elements within FLT programmes to better prepare future educators. It recommends enhancing teacher training curriculums to incorporate emerging technologies and intercultural frameworks comprehensively, ultimately promoting a more inclusive and effective educational environment.