Fostering Cultural Openness regarding Language Education Peña Acuña, Beatriz Peña Acuña, Beatriz Cultural Openness Beatriz Peña-Acuña – Universidad de Huelva - 0000-0002-0951-795X Recepción: 13.12.2024 | Aceptado: 23.12.2024 Correspondencia a través de ORCID: Beatriz Peña-Acuña - 0000-0002-0951-795X Financiación: This publication is part of the R&D Project Multiliteracies for adult at-risk learners of additional languages (MultiLits), REF. PID2020-113460RB-I00, financed by (Spanish) Ministry of Science and Innovation and State Research Agency MCIN/AEI/10.13039/501100011033/ Área o categoría del conocimiento: Didactics of language and literature Revisión por pares abierta: Editora - Karen Josephine - ORCID 0000-0002-1449-3550 | Evaluador - Zósimo López Pena - ORCID 0000-0001-6058-9003 | Evaluadora - Isabel Iniesta Alemán - ORCID 0000-0002-0127-3487 This research explores the link between Cultural Openness and linguistic education, focusing on learning motivations and multicultural contexts, particularly for teachers and students. It emphasizes cultural openness as crucial for integrating diverse participants and supporting their development in multicultural societies. The systematic review searches for scientific articles from three databases (WOS, Scopus, and ERIC). It evaluates education levels, environments, and external influences across contexts, including native and second language teaching. Using bibliographic analysis based on the Prisma 2020 method, 21 relevant works are synthesized. This approach provides a holistic view. By critically analyzing cultural influences, this research informs pedagogical adaptation in multicultural settings, enhancing educational understanding. These results indicate that multicultural competence is the most frequently addressed topic in the studies, with intercultural education also significant. Other variables, including cultural respect, ambiguity, empathy, and intercultural communication competence, emphasize key research aspects. Promoting multicultural competence and intercultural education at all educational levels is recommended, highlighting teacher training and practices in cultural respect and empathy. The need for research and language policies that encourage Cultural Openness in curricula is also underscored. Most studies are quantitative or essays; thus, more qualitative or mixed-method studies could provide deeper insights into participants' experiences and perceptions. 2025-01-07T07:47:24Z 2025-01-07T07:47:24Z 2024-12-23 journal article Peña-Acuña, B (2024). Fostering Cultural Openness regarding Language education. REIDOCREA, 13(50), 743-754. 2254-5883 https://hdl.handle.net/10481/98417 eng MCIN/AEI/10.13039/501100011033/ http://creativecommons.org/licenses/by/4.0/ open access Atribución 4.0 Internacional Universidad de Granada