Intercultural Competence in the Classroom: A Systematic Review of Classroom-Based Research on Teaching and Learning Practices for Developing Intercultural Competence in Different Educational Contexts
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| Title: | Intercultural Competence in the Classroom: A Systematic Review of Classroom-Based Research on Teaching and Learning Practices for Developing Intercultural Competence in Different Educational Contexts |
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| Language: | English |
| Authors: | Markus Al-Afifi (ORCID |
| Source: | Intercultural Education. 2026 37(2):217-250. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Literature Reviews, Secondary School Students, Secondary School Teachers, Classroom Communication, Cultural Education, Cultural Awareness, Interpersonal Competence, Educational Environment, Educational Practices, Classroom Research, Context Effect, Grade Level Differences, Intellectual Disciplines, Foreign Countries, Reflection, Student Experience |
| DOI: | 10.1080/14675986.2025.2555782 |
| ISSN: | 1467-5986 1469-8439 |
| Abstract: | This review provides an overview of researched classroom-based teaching and learning practices designed to enhance student intercultural competence across various educational contexts. From a total of 4904 systematically screened peer-reviewed studies, we identified 28 studies that examine teaching and learning practices focused on developing the intercultural competence of secondary and upper-secondary students within classrooms. We utilised a multifaceted analytical approach to evaluate the studies, which included analysing contextual factors and identifying researched classroom practices for intercultural competence development. The results synthesised three key teaching and learning practices studied for enhancing students' intercultural competence: learning about culture, reflecting on culture, and experiencing culture. These practices have been researched to varying extents across different school subjects, grade levels, countries, target student groups, and class sizes. The findings presented in this review enrich our understanding of researched classroom teaching and learning practices that promote intercultural competence and underscore the need for further research on how to cultivate intercultural competence in classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503277 |
| Database: | ERIC |
| Abstract: | This review provides an overview of researched classroom-based teaching and learning practices designed to enhance student intercultural competence across various educational contexts. From a total of 4904 systematically screened peer-reviewed studies, we identified 28 studies that examine teaching and learning practices focused on developing the intercultural competence of secondary and upper-secondary students within classrooms. We utilised a multifaceted analytical approach to evaluate the studies, which included analysing contextual factors and identifying researched classroom practices for intercultural competence development. The results synthesised three key teaching and learning practices studied for enhancing students' intercultural competence: learning about culture, reflecting on culture, and experiencing culture. These practices have been researched to varying extents across different school subjects, grade levels, countries, target student groups, and class sizes. The findings presented in this review enrich our understanding of researched classroom teaching and learning practices that promote intercultural competence and underscore the need for further research on how to cultivate intercultural competence in classrooms. |
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| ISSN: | 1467-5986 1469-8439 |
| DOI: | 10.1080/14675986.2025.2555782 |
