Translation education frequently emphasizes the importance of intercultural competence for successful translation practice. However, research specifically exploring intercultural competence within translation education contexts remains fragmented. This study examines the main research topics investigating intercultural competence in translation education, explores the predominant research methods used in existing studies, and identifies the gaps that remain in current research. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines, a systematic literature review was conducted, including 28 peer-reviewed journal articles indexed in Web of Science and Scopus, published up to 6 February 2025. The synthesis identifies two key research topics: (i) the importance of intercultural competence in translation education, and (ii) the development of intercultural competence in translation education. Existing studies employ a range of qualitative, quantitative, and mixed methods, reflecting methodological diversity but also highlighting limitations. Significant gaps in the existing research include (i) gaps in theoretical frameworks and practical applications, and (ii) limitations in research methods. This review highlights the importance of addressing these gaps through further research, developing systematic models, conducting multilingual studies, and better integrating intercultural competence into translation education. This is vital to promote translation education and prepare culturally competent translators to meet global challenges.
No takes yet. Share an insight, caveat, or question.
Xioajing et al. (2025) studied this question.