Intercultural competence developmental processes of university and college students as three types of transition – A systematic review

This systematic review endeavors to answer the overarching question of how students’ intercultural competence (IC) develops as three types of transition: transition-as-induction (T1), transition-as-development (T2), and transition-as-becoming (T3). Prior studies put much emphasis on external influences and/or outcomes of IC development while neglecting its transition path. We argue that it is the developmental process of IC that manifests the dynamism and fluidity of student transition and can inform universities and colleges of tailored and effective strategies to nurture that. Based on 86 empirical studies published between 2010 and 2021, we analyze the process of students’ IC development based on the reasoning approach, research design, influential factor, and outcome. There are processes of IC dimension (ID) development (periodic induction), intercultural adaptation (IA) (linear development), and intercultural relationship (IR) development (ongoing becoming). They differ in terms of intrapersonal, person-environmental, or interpersonal perspective as well as more fixed or fluid depiction of students’ IC development. This review mainly addresses the research gap in existent IC literature through the trichotomy of transition and provides suggestions for future practices and policies regarding students’ IC development.