ABSTRACT
The purpose of this study is to investigate trends, patterns, and individual differences that are associated with intercultural sensitivity (IS) studies in the educational field. This study presents a systematic review of 65 articles published from 2011 to the present time. The analysis identified a continuous interest in IS with a focus on higher education with undergraduate participants. The predominant method is quantitative, and conceptual framework is the most frequently employed. Individual differences associated with an individual’s IS are divided into four categories: experiences, cultural values, demographics, and language proficiency. Based on this synthesis, I suggest three key areas for future IS studies: diversification of research design; expansion of research to Asian countries; and the role of autonomy and active interaction with IS.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Altan, (Citation2018), Anderson et al. (Citation2006), Bae, (Citation2013), Bloom and Miranda (Citation2015), Coffey et al. (Citation2017), Demetry and Vaz (Citation2017), Engle and Engle (Citation2004), Gholami Pasand et al. (Citation2021), Gordon and Mwavita (Citation2018), Huh et al. (Citation2015), Jackson, (Citation2011), KARRAS, (Citation2017), Li et al. (Citation2020), Mahoney and Schamber (Citation2004), Medina-López-Portillo, A (Citation2004). Mellizo, (Citation2019), Mellizo, (Citation2018), Park and Finch (Citation2016), Petrušić and Šešelj (Citation2021), Rissanen et al. (Citation2016), Rodríguez-Izquierdo (Citation2021), Ruales, et al. (Citation2021), Tuncel, (Citation2019), Wang, (Citation2021), Wattanavorakijkul, (Citation2020), Westrick, (Citation2004)
3. Altan, (Citation2018), Aslim Yetis and Kurt, (Citation2016), Aydemir and KALIN (Citation2021), Bae, (Citation2013), Bosuwon, (Citation2017), Çiloğlan and Bardakçi, (Citation2019), Coffey et al. (Citation2017), Gholami Pasand et al. (Citation2021), Gordon and Mwavita (Citation2018), Huh et al. (Citation2015), KARRAS, (Citation2017), Kazazoglu and Ece (Citation2021), Kim and Connelly (Citation2019), Kim et al. (Citation2017), Li et al. (Citation2020), Loebel et al. (Citation2021), Micó-Cebrián and Cava (Citation2014), Morales Mendoza et al. (Citation2017), Mostafaei Alaei and Nosrati, (Citation2018), Peng, (Citation2006), Petrušić and Šešelj (Citation2021), Piechurska-Kuciel and Rusieshvili (Citation2021), Şekerci and DOĞAN, (Citation2020), Sezer and Kahraman (Citation2016), Shi-Yong et al. (Citation2005), Su, (Citation2018), Tamam and Abdullah (Citation2012), Tamam and Hashmi (Citation2016), Tamam and Krauss (Citation2017), Tamam, (Citation2010), Tuncel, (Citation2019), Üzar‐Özçetin et al. (Citation2022) Wang and Zhou (Citation2016), Wattanavorakijkul, (Citation2020), Zhang and Han (Citation2019)
4. Altshuler et al. (Citation2003), Anderson et al. (Citation2006), Bloom and Miranda, (Citation2015), Demetry and Vaz, (Citation2017), Engle and Engle, (Citation2004), Etri, (Citation2015), Greenholtz, (Citation2005),Grossman and Yuen, (Citation2006), Hammer et al. (Citation2003), Holm et al. (Citation2009), Jackson, (Citation2011), Kuusisto et al. (Citation2015), Lee Olson and Kroeger, (Citation2001), Mahoney and Schamber, (Citation2004), Medina–López–Portillo, (Citation2004), Mellizo, (Citation2019), Mellizo, J. M (Citation2017). Mellizo, (Citation2018), Park and Finch, (Citation2016), Rissanen et al. (Citation2016), Rodríguez-Izquierdo, (Citation2021), Straffon, D. A. (Citation2003), Susilo, S. (Citation2019), Tabatadze & Gorgadze (Citation2018), Tarchi et al. (Citation2019), Wang, L. (Citation2021), Westrick, J (Citation2004), Yuen & Grossman (Citation2009).
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Notes on contributors
Jiyeun Choi
Jiyeun Choi is currently a doctoral student at the National Institute of Education, Nanyang Technological University, Singapore, specializing in curriculum and teaching. Her research interests encompass curriculum development in multicultural education at the primary school level, ethnic identity development, and international comparative studies. This focus reflects her commitment to understanding and enhancing educational approaches in diverse cultural contexts.
https://orcid.org/0000-0002-7455-7683
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