Integrating Digital Technologies into the Teaching of Intercultural Competences: A Systematic Literature Mapping

<ns3:p>Background The development of intercultural competences mediated by digital technologies has gained prominence in higher education, driven by academic internationalization and the advancement of virtual learning environments. However, questions remain regarding the most frequently studied competence dimensions, the geographic regions involved, and the methodologies employed. Methods A systematic literature mapping was conducted following the PRISMA 2020 guidelines to analyze scientific production from 2005 to 2024, sourced from Scopus, Web of Science, and SciELO. Inclusion criteria focused on peer-reviewed, open-access articles, in English or Spanish, addressing the integration of digital technologies in the teaching of intercultural competence. After screening 176 records, 23 studies were included for analysis. Results Scientific production was primarily concentrated in the Americas and Europe (78%), with Mexico (15%) and countries such as the United States, Spain, and Russia each accounting for 11%. The most frequent competence dimensions were adaptation and management (47.83%), intercultural knowledge (39.13%), communication skills (39.13%), and intercultural attitudes (39.13%). Competences such as cultural adaptability, intercultural awareness, and intercultural communication were the most frequently addressed, reflecting the need for flexibility and communication skills in multicultural contexts. Technologies like COIL (Collaborative Online International Learning) and immersive tools are emerging as effective strategies to promote intercultural learning, although areas such as innovative leadership (4.35%) and personal development (8.70%) remain underexplored. Temporally, there has been sustained growth in research since 2019, with peaks in 2021, 2022, and 2023. Conclusion Digital technologies show significant potential for the development of intercultural competences, but their implementation requires addressing structural, pedagogical, and equity-related gaps. This study lays the groundwork for future research and policies aimed at enhancing inclusive and sustainable intercultural education in digital environments.</ns3:p>