Promoting and Assessing Teacher Intercultural Learning

A Systematic Literature Review

Abstract

This systematic literature review examines 23 empirical studies (2013–2023) on promoting and assessing teachers’ intercultural competence in five English-speaking countries. The findings identify six key approaches: Pedagogical strategies, arts-based reflection, study abroad, experiential learning, technology integration, and professional development. Most studies focused on pre-service teachers, with limited attention to in-service teachers and long-term outcomes. Assessment practices were sparse, often lacking validated, process-oriented tools. This review highlights the need for sustained, reflective, and contextually grounded approaches to both cultivating and evaluating intercultural learning, offering critical insights for teacher educators, policymakers, and researchers committed to advancing culturally responsive teaching.