Conditional Contributions: A Systematic Literature Review of Intercultural Communicative Competence Among Native English-Speaking Teachers in Indonesia

This systematic literature review examines the challenges and strategies associated with developing intercultural communicative competence (ICC) among Native English-Speaking Teachers (NESTs) in Indonesia. It specifically distinguishes direct NEST evidence from comparative and contextual evidence to clarify the strength and scope of the available literature. Searches of Google Scholar and Garuda, supplemented by backward and forward snowballing, were conducted using a Population, Phenomenon of Interest, and Context framework, PRISMA 2020 reporting, and a Critical Appraisal Skills Programme-informed appraisal matrix. The evidence base was limited and predominantly contextual, with insufficient geographic and demographic reporting on NESTs. Four interrelated challenge dimensions emerged: linguistic comprehensibility, pedagogical preparation, sociocultural and ideological pressures, and institutional support. Reported or contextually supported practices included adaptive communication, reciprocal interaction, local-language and cultural mediation, contextualized materials, World Englishes awareness, and critical cultural literacy. Overall, NEST contributions to intercultural learning appear conditional on pedagogical competence, contextual knowledge, collaboration, and institutional support rather than native-speaker status alone.