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This study analyzed competency-based curriculum design in language teaching in intercultural contexts, with the aim of analyzing the pedagogical integration of ICT. To this end, a systematic review of the scientific literature was conducted in Scopus, ERIC, Dialnet, Redalyc, ProQuest Central, and Google Scholar for the period 2010–2025, using Boolean chains. The initial search identified 112 records; after removing duplicates, 83 remained. After screening by title and abstract, 67 documents were evaluated in their entirety, and finally, 36 that met the inclusion criteria were included. Content analysis was performed using Atlas.ti software, version 7.5.18, while the PRISMA 2020 guideline was used as a framework for transparency and reporting of the systematic review process. The results show that a competency-based curriculum, linked to interculturality and the pedagogical use of ICT, strengthens linguistic, digital, and communication skills. Key components include contextualized grammar instruction, vocabulary expansion, and the incorporation of cultural references through resources such as digital storytelling, virtual exchanges, and culturally sensitive artificial intelligence tools. It is concluded that its implementation requires rigorous planning, ongoing teacher training, and adequate technological conditions.
