DESARROLLO DE LA COMPETENCIA INTERCULTURAL A TRAVÉS DE LA ENSEÑANZA DEL INGLÉS EN LAS UNIVERSIDADES: UNA REVISIÓN SISTEMÁTICA

Abstract

ABSTRACT Globalization, academic mobility, and the internationalization of higher education have increased the need to develop competencies that enable students to communicate effectively in culturally diverse contexts. Therefore, English language teaching goes beyond linguistic proficiency and constitutes a favorable context for the development of intercultural competence. However, its integration into university education presents difficulties related to teacher preparation, assessment, curricular articulation, the pedagogical use of technologies, and opportunities for intercultural interaction. The objective was to analyze the scientific evidence on the development of intercultural competence through English language teaching in higher education, identifying the main strategies, methodologies, dimensions, and reported learning outcomes. A systematic review of the scientific literature was conducted using a qualitative and descriptive-analytical approach, following the PRISMA 2020 guidelines. The process comprised the stages of identification, screening, eligibility assessment, and study inclusion through the search for academic publications related to university students, English language teaching, and intercultural competence. Information from the included studies was organized using a documentary analysis matrix and subjected to qualitative thematic synthesis for comparative interpretation. The results showed that the main strategies included telecollaboration, virtual exchange, collaborative learning, intercultural projects, direct interaction, and the pedagogical use of digital technologies. Furthermore, intercultural competence was found to be multidimensional, comprising knowledge, awareness, attitudes, and skills. It is concluded that university English language teaching constitutes a relevant means of developing intercultural competence when language learning is integrated with experiences of interaction, reflection, and meaning negotiation, making it necessary to strengthen teacher training, curricular integration, teaching strategies, assessment, and opportunities for intercultural contact.