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Pedagogical interventions for developing intercultural competence: a systematic review of classroom-based studies (2015-2024)
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DOI：10.1080/02188791.2026.2642137.png)
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Abstract
En 中文
Interventions aimed at fostering students' intercultural competence (IC) have received increasing scholarly attention in recent years. Yet, systematic evidence on classroom-based pedagogical interventions remains insufficiently examined. To address this gap, the present review synthesizes 54 studies published between 2015 and 2024, analysing four key aspects: (1) theoretical foundations, (2) types of pedagogical interventions, (3) research methodologies and data collection methods, and (4) reported outcomes. Analysis reveals that Byram's and Deardorff's IC models, together with Kolb's Experiential Learning Theory, are the most frequently applied theoretical frameworks. Comprehensive strategies and models constitute the predominant type of intervention. Mixed-methods approaches are most widely used, followed by qualitative approaches. Among the studies surveyed, a total of 20 distinct data collection methods were documented, with written and verbal modes being most frequently adopted. The reported outcomes suggest that classroom-based pedagogical interventions exert a positive influence on students' intercultural learning and IC development. This study contributes to the field by highlighting current trends, identifying methodological and theoretical limitations, and recommending future research to strengthen theoretical grounding, clarify implementation procedures, and diversify data collection and assessment methods to improve the rigour and applicability of classroom-based interventions.
Keywords:
Intercultural competence
intercultural teaching
pedagogical intervention
classroom-based study
systematic review
Journal
A
IF:
1.7
Papers:
50
Citations:
0
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Cited Papers