Intercultural Communicative Competence in Pre-Service Language Teacher Education: A Scoping Review of Research Trends and Technology-Mediated Pedagogical Practices

Intercultural communicative competence (ICC) has become central in preservice language teacher education, as future teachers are expected to work with diverse learners using cultural sensitivity, critical awareness, and mediating skills. This review draws on a Web of Science search (2010–2024) using ICC-related keywords, which yielded 56 studies; 16 met the inclusion criteria. Conducted across varied educational contexts and published in multiple journals, these studies underscore the pivotal role of digital technologies in supporting intercultural learning and communication. Qualitative designs predominate, with online discussion forums, digital exchange platforms, and reflective documents serving as primary data sources. The studies mainly aim to introduce new pedagogical tools, support intercultural communication, and foster preservice language teachers’ intercultural competence and awareness. Overall, the findings indicate that virtual exchange, virtual simulations, telecollaboration, and multimodal approaches promote ICC. The review also highlights the need for more methodologically diverse, theoretically precise, and longitudinal research on technology-mediated intercultural learning in preservice teacher education.