Intercultural educational strategies implemented by teachers in Latin America: a systematic review

Abstract

The systematic review of the literature was conducted with the aim of identifying the intercultural educational strategies implemented by teachers in primary schools in Latin America. To this end, the search and selection methodology based on PRISMA (2020) and the structure of Arksey and O'Malley (2005). After applying the inclusion and exclusion criteria, 14 empirical studies published between 2014 and 2024 in six open-access databases were selected. The study identified the intercultural educational strategies used in the classroom to address culturally diverse contexts. The most recurrent strategies are the incorporation of students' knowledge, languages, and community experiences. Knowing the most effective intercultural educational strategies is beneficial for adapting to other educational environments that serve culturally diverse populations. Future lines of research should study the Future lines of research should study the effectiveness of intercultural educational strategies from the perspective and experience of other stakeholders, as well as the profile of teachers.