Language Training Management for Developing Intercultural Communicative Competence in Police Education: A Systematic Review Following PRISMA Guidelines

Abstract

Globalization has intensified intercultural communication demands in professional education, including police training. Police personnel are required not only to master foreign languages but also to develop Intercultural Communicative Competence (ICC), which encompasses knowledge, attitudes, skills, and cultural awareness. However, existing studies indicate that language training in professional institutions remains largely linguistics-oriented and insufficiently integrated with ICC development. This study aims to systematically examine how language training management has been conceptualized to support the development of ICC in police and professional education contexts. A systematic literature review was conducted following the PRISMA 2020 guidelines. A total of 54 peer-reviewed studies published between 2010 and 2025 were analyzed using thematic synthesis. The findings reveal a persistent gap between ICC theoretical frameworks and language training management practices, particularly in planning, implementation, and evaluation processes. This review highlights the need to reconceptualize language training management as a strategic mechanism for fostering intercultural communicative competence in professional and police education