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This article presented a narrative literature review on intercultural education, grounded in the analysis of academic production published between 2020 and 2025. The aim was to identify theoretical foundations and classroom dynamics that supported an intercultural pedagogy, based on the critical analysis of pedagogical experiences that addressed teaching practices and student participation in culturally diverse contexts. A systematic search was conducted in five well-recognized academic databases—Scopus, SciELO, Redalyc, Dialnet, and Google Scholar—using Boolean operators (AND, OR) to combine keywords such as “intercultural education,” “cultural diversity,” “student participation,” “teacher training,” and “inclusive curriculum.” Filters were applied according to language (Spanish and English), document type (peer-reviewed scientific articles), field of knowledge (education, pedagogy, and cultural studies), and publication period (2020–2025). From a total of 250 documents identified, 20 were selected for meeting criteria of relevance, academic quality, and direct relation to the object of study. From a hermeneutic perspective, the main theoretical and practical contributions to intercultural education were interpreted, highlighting principles, attitudes, discourses, and practices that promoted meaningful learning. The findings underscored the need to strengthen teacher training within the intercultural paradigm and to advance innovative didactic proposals that fostered self-directed learning, student participation, and a flexible curriculum that integrated diverse knowledge, experiences, and worldviews, thereby promoting inclusive education rooted in the recognition and valuing of cultural diversity.
