1 Introduction

This section discusses the importance of regional and country studies for national strategic decision-making and the pivotal role of foreign language disciplines in this context against the backdrop of restructuring international dynamics and global governance systems. It highlights the transformative impact of digital intelligence technologies such as big data, AI, and VR on talent cultivation models in foreign language education. Citing OECD's "Digital Education Outlook" and policy documents from China's Ministry of Education, it notes how these technologies drive structural reforms in global higher education and foster interdisciplinary talent development. Challenges facing the cultivation of interdisciplinary talent in foreign language-based regional and country studies are identified, including disciplinary barriers, limitations of traditional teaching models, and balancing specialization with breadth of knowledge. Grounded in embodied cognition theory, situated learning theory, and generative learning theory, this study explores innovative talent cultivation pathways enabled by digital intelligence technologies through the case analysis of the "Global Governance and Cross-Cultural Negotiation for Regional Collaboration" course. It constructs a four-dimensional cultivation system integrating "knowledge-skills-practice-reflection" to develop high-quality interdisciplinary talent with global perspectives, cross-cultural competence, and digital literacy.

2 Literature Review

The theoretical evolution of regional and country studies talent cultivation in China has progressed from single-discipline approaches to interdisciplinary integration. In 2013, such studies were incorporated into the framework of foreign language and literature disciplines, forming an initial "foreign language + regional knowledge" model. With the Belt and Road Initiative, theories shifted toward autonomous construction, emphasizing deep intersections of political science, law, and economics alongside multidisciplinary collaboration. By 2022, regional and country studies became a first-tier discipline, formally adopting self-constructed theoretical frameworks based on "breadth and depth" principles that emphasize T-shaped knowledge structures for ideal talent. Recent theories focus on optimizing competency models and adapting to local contexts, transitioning from singular skills to composite literacies while highlighting the value of place-based research.

The theoretical foundations for digital intelligence technologies in regional and country talent cultivation include embodied cognition theory, situated learning theory, and generative learning theory. Embodied cognition posits that cognitive processes are physically grounded and context-dependent, with bodily experiences and environmental interactions crucially shaping cognition. Situated learning theory views learning as fundamentally embedded in social practices. Generative learning theory frames learning as an active meaning-making process. Applications of digital intelligence technologies in education present new opportunities and challenges for regional and country studies—structuring knowledge through semantic networks, creating immersive learning environments via VR/MOOCs, and enabling personalized instruction through AI. However, limitations persist, including insufficient exploration of technology-enabled cultivation mechanisms, disconnects between theory and practice, and shallow case studies. This study integrates multiple learning theories to propose a "virtual-physical symbiosis" cultivation pathway, constructing a theoretical framework for digital intelligence-empowered talent development in foreign language disciplines, demonstrated through the "Global Governance and Cross-Cultural Negotiation" course case analysis.

3 Case Study

This section details the significance of cross-cultural negotiation courses in cultivating regional and country studies talent, emphasizing their role in developing crisis anticipation/response, strategic analysis in multi-stakeholder scenarios, and cross-cultural information decoding/negotiation skills. Course design applies embodied cognition, situated learning, and generative learning theories to build a systematic pedagogical framework enhancing foreign language proficiency, cross-cultural communication, knowledge construction, and strategic problem-solving. Content spans four modules: regional/country knowledge introduction, cross-cultural negotiation theory/strategies, English negotiation simulations, and reflective skill development. Using representative regional cases, students analyze key national/regional characteristics while engaging with China's global governance perspectives. The course encourages extensive literature review and active knowledge system construction through a "Regional and Country Knowledge Graph" that maps conceptual relationships into personalized cognitive structures. A "Global Governance Case Repository" provides authentic negotiation scenarios for role-playing exercises that deepen understanding of strategic considerations. A multimodal virtual negotiation platform with multilingual AI speech recognition and real-time translation facilitates embodied learning, boosting engagement and language application. Multi-dimensional evaluations—including data tracking, AI-generated summaries, peer debriefs, and instructor feedback—guide reflection on negotiation strategies, communication techniques, and adaptive decision-making. This model offers practical pathways for developing cross-cultural negotiation competencies while proposing new approaches for digital intelligence-driven innovation in interdisciplinary foreign language education.

4 Discussion

This section examines applications of digital intelligence technologies in cultivating interdisciplinary regional and country studies talent within foreign language disciplines, proposing theoretical restructuring and educational value enhancement. The study's four-dimensional framework deeply integrates these technologies throughout talent cultivation, transcending traditional disciplinary limits to expand competency systems. Introducing a "virtual-physical symbiosis" teaching philosophy enables multidisciplinary convergence, providing knowledge integration pathways for regional and country studies. It stresses that technological applications must serve humanistic literacy development while guarding against technological alienation. Limitations are acknowledged, including insufficient case studies/empirical designs, underdeveloped evaluation systems, and ethical concerns in technology adoption. Future research should deepen empirical studies, optimize methodologies, establish ethical boundaries, and promote technology-humanities synergy to support pedagogical reform.

5 Conclusion

The conclusion summarizes innovative applications of digital intelligence technologies in cultivating interdisciplinary regional and country studies talent within foreign language disciplines, emphasizing their role in integrating cross-disciplinary knowledge, developing practical skills, and balancing specialization with breadth. The study constructs a cultivation framework based on multiple learning theories, proposes a "virtual-physical symbiosis" teaching philosophy, and advances a balanced digital-humanistic educational perspective. Practically, it outlines a four-dimensional pedagogical framework and three-phase implementation pathway for educational reform. Challenges in technology-enabled education—including ethical dilemmas, digital divides, and faculty adaptation—are noted, calling for collaborative solutions. Future research should explore best practices in technology integration and refine evaluation systems.