<![CDATA[Democratic multicultural education faces a persistent disconnect between commitments to cultural recognition and democratic participation and the evidence informing context-responsive learning design. This systematic literature review aims to synthesize pedagogical models, core principles, implementation strategies, and learning outcomes while identifying research gaps and developing an integrative conceptual framework. Following PRISMA 2020, a Scopus search of English-language, open-access journal articles indexed in Arts and Humanities (2023–2026) yielded 973 records, of which ten were retained after screening and eligibility assessment. Qualitative thematic synthesis integrated empirical and conceptual contributions while distinguishing observed practices and perceived experiences from demonstrated learning effects. Four interrelated orientations emerged: dialogic and deliberative inquiry, humanist and pluralist recognition, critical and reflexive citizenship, and institutional participation. Their enactment depends on linguistic accessibility, teacher responsiveness, curricular arrangements, institutional governance, and sociopolitical context. Although the literature emphasizes participation, inclusion, equity, and intercultural competence, evidence of measurable improvement remains limited and heterogeneous. The proposed Context-Sensitive Integrative Framework for Democratic Multicultural Learning Design connects normative foundations, pedagogical mechanisms, contextual conditions, and anticipated outcomes. It offers a foundation for context-sensitive educational design and future comparative and longitudinal validation rather than a proven intervention.]]>
