This paper describes a 14-session course tailored for 16 graduate students from the Faculty of Engineering at a national university in Tokyo. The course aimed to enhance English proficiency and cross-cultural adaptability by exploring concepts such as Cultural Intelligence (CQ), Global Leadership, and Worldviews. Recognizing the modern engineer's need to communicate effectively across cultures and possess technical expertise, the course integrated English language training with cultural adaptability and leadership lessons. The comprehensive learning experience combined traditional teaching methods with AI-based educational tools, providing a robust framework for future engineers.

The course was structured into lectures and student presentations. Eight sessions, led by native English speakers and a professor from the United States, focused on Cultural Intelligence (CQ), Global Leadership, and Worldviews. These lectures not only provided theoretical knowledge but also practical insights into navigating cultural differences and leading globally, equipping students with the confidence to apply their learning in real-world situations. The remaining six sessions featured student presentations, where each student prepared a 10-slide presentation in English on course-related topics. These interactive sessions included dialogue and feedback from 13 native English speakers, promoting active learning and peer engagement.

The course incorporated AI tools like ChatGPT and Scribo to enhance learning and provide personalized feedback. ChatGPT was used to summarize English compositions and check slide content for presentation clarity and coherence. Scribo was employed to review students' 300-word English summaries for each assignment, offering feedback based on CEFR levels. This iterative process helped students improve their writing skills and proficiency in crafting abstracts.

Student performance was assessed through a combination of peer evaluations and standardized testing. Presentations were assessed using PEER Eval software, which facilitated structured peer feedback and encouraged critical thinking. Pre- and post-course evaluations using the Progos Speaking Test measured improvements in students' speaking abilities, providing quantitative progress data.

The primary objectives of the course were to enhance students' English communication skills, particularly for academic and professional presentations, to develop their ability to construct and articulate comprehensive worldviews integrating perspectives from the philosophy of science, and to foster cross-cultural adaptability, preparing students to engage effectively in diverse, global environments.

This course represents an innovative approach to engineering education by integrating language training with cultural and leadership education. By leveraging AI tools and interactive learning methods, it provided a robust framework for developing essential skills in future engineers. The course's success, as evidenced by the students' improved English communication skills, comprehensive worldviews, and cross-cultural adaptability, is a testament to the importance of interdisciplinary education in preparing students for the challenges of a globalized world.

Keywords: AI-Enhanced Learning, Cultural Intelligence, Global Leadership, AI-generated Progos Speaking Test, AI-generated Scribo software.