<![CDATA[This study addresses the urgent need to align English as a Foreign Language (EFL) education with Sustainable Development Goal 4 (SDG 4) on quality education. Despite global advocacy, a significant gap remains between intercultural policy goals and actual classroom realities. This Systematic Literature Review (SLR) aims to synthesize pedagogical strategies, instructional materials, and teacher perspectives linking intercultural communication to SDG 4. Using the PRISMA protocol, 20 selected articles from 2020 to 2025 were thematically analyzed. The findings reveal that transformative strategies such as telecollaboration and Project-Based Learning (PBL), supported by culturally responsive materials (such as picture books) and digital tools, are effective in fostering global citizenship and student empathy. However, systemic barriers such as rigid curricula and a lack of teacher training continue to hinder optimal implementation. The study concludes that achieving SDG 4 in EFL classrooms requires a holistic transformation integrating decolonial pedagogies, social justice frameworks, and strong institutional support to empower teachers as agents of change.]]>
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