Intercultural Competence in Italian Social Services: A Systematic Literature Review Using the PRISMA Method

Research on intercultural competences has identified intercultural competence as the term with the broadest consensus across social sciences and communication disciplines, along with Bennett’s widely accepted definition: «Intercultural competence refers to the knowledge, skills, and abilities needed to effectively and appropriately interact with people from different cultural backgrounds in a variety of contexts» (Bennett 2009, p. 97). These competences are not innate but must be intentionally developed. Schools play a central role in this process, as they not only shape future citizens but also serve as spaces where cultural plurality is already a well-established reality. However, teachers are not the only ones involved; social workers are also frontline witnesses to demographic changes. This paper presents a systematic review based on the PRISMA method, analyzing articles on the application of intercultural competence in the specific field of social services, which involve adult users, diverse and complex needs, time-constrained interactions, and the evaluative nature of compulsory interventions. Three databases were used: Social Services Abstracts by Proquest, Scopus-Elsevier, and Google Scholar. Although interest in this issue remains limited, it has grown in recent years, with the majority of publications from 2008 to May 2024, partly due to increased dialogue with the international scientific community.