The increase in migratory flows in the global and Latin American context has placed pressure on higher education systems, revealing persistent barriers to access and retention for migrant students. The aim of this study was to analyze the state of the art on interculturality in higher education from the perspective of international students. A systematic review was conducted following the PRISMA protocol, considering nine studies published between 2020 and 2025 in the Scopus, Scielo, and Google Scholar databases. The results show that interculturality is configured as a field marked by debate, characterized by a gap between critical theoretical approaches and prevailing institutional practices. It is concluded that advances in educational inclusion respond mainly to the agency and resilience of migrant students, rather than to consolidated institutional management, highlighting the need for teacher training in intercultural sensitivity and for greater flexibility in bureaucratic processes to move toward effective educational social justice.
The increase in migratory flows in the global and Latin American context has placed pressure on higher education systems, revealing persistent barriers to access and retention for migrant students. The aim of this study was to analyze the state of the art on interculturality in higher education from the perspective of international students. A systematic review was conducted following the PRISMA protocol, considering nine studies published between 2020 and 2025 in the Scopus, Scielo, and Google Scholar databases. The results show that interculturality is configured as a field marked by debate, characterized by a gap between critical theoretical approaches and prevailing institutional practices. It is concluded that advances in educational inclusion respond mainly to the agency and resilience of migrant students, rather than to consolidated institutional management, highlighting the need for teacher training in intercultural sensitivity and for greater flexibility in bureaucratic processes to move toward effective educational social justice. Read More