Research Trends and Challenges in Intercultural Communication within Global Chinese Language Education: A Bibliometric and Systematic Review (2020–2025)

Abstract

Intercultural communication is a critical component in Chinese language 
education, where linguistic proficiency must be accompanied by cultural 
competence. This study explores research trends, key challenges, and conceptual 
gaps in intercultural communication within Chinese language education from 
2020 to 2025. Using a Systematic Literature Review (SLR) combined with 
bibliometric analysis, 2,744 peer-reviewed articles were identified and examined 
from the Scopus database. Findings indicate an initial growth in research 
publications, peaking in 2024, followed by a sharp decline in 2025. China, the 
United Kingdom, and the United States dominate in terms of publication 
volume, while Southeast Asian countries such as Indonesia and Malaysia are 
showing growing engagement. Keyword analysis reveals a strong focus on 
“intercultural communication,” “language education,” and “foreign language 
learning,” often framed within Sinocentric perspectives. Despite increased 
scholarly attention, the field continues to rely on conventional theories that do 
not adequately address the dynamic nature of cultural identities. Pedagogical 
practices remain fragmented, with limited integration of critical literacy and 
culturally responsive teaching approaches. Existing assessment tools also lack 
the capacity to effectively measure the complexity of intercultural competence. 
The findings suggest a need for the development of inclusive, context-sensitive 
pedagogical models and more robust evaluation tools to enhance intercultural 
competence in global Chinese language education.