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This study investigates the cultural and ethical implications of integrating advanced technologies into language learning environments, focusing on the interplay of inclusivity, identity, digital equity, and community engagement. Data were collected from 401 Chinese EFL students using a comprehensive questionnaire comprising four established scales translated into Chinese to ensure clarity and accuracy. Rigorous translation validation and ethical protocols were employed to maintain the integrity of the study. Statistical analyses using SPSS (version 27) and AMOS (version 24) revealed significant positive correlations among cultural identity, digital equity, cultural responsiveness, and collaborative learning outcomes. Findings indicate that digital equity is the strongest predictor of collaborative learning, highlighting the critical role of technological access in fostering equitable participation. Cultural responsiveness emerged as a key enhancer of group interactions, while cultural identity was linked to improved group cohesion. Collectively, these variables explained a substantial proportion of the variance in collaborative learning outcomes (adjusted R² > 0.50). However, smaller proportions of variance (adjusted R² < 0.30) suggest the influence of additional factors such as individual motivation and teacher support. The results underscore the multifaceted dynamics between cultural and technological dimensions, offering actionable insights for educators and policymakers to design inclusive and effective technology-enhanced language learning environments that promote equity, cultural identity, and collaborative engagement.
