Communication Strategy Education with a Cultural Perspective through a Co-Culture Communication Approach

Abstract

This study presents a Systematic Literature Review (SLR) on communication strategy education with a cultural perspective through the co-culture communication approach. The review aims to synthesize theoretical foundations, pedagogical models, and empirical findings to better understand how cultural perspectives inform communication strategy education. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework guided the search and selection process. Articles published between 2010 and 2025 were retrieved from Scopus, Web of Science, and Google Scholar using keywords related to communication strategy, co-culture communication, and intercultural competence. Through screening of 274 articles and the use of inclusion and exclusion criteria, the analysis included 42 peer-reviewed studies. Thematic synthesis identified four key findings: (1) the addition of a cultural perspective improves education for communication strategy through the development of critical cultural awareness; (2) co-culture pedagogies for communication focus on inclusivity and the voice of the marginal; (3) intercultural competence is a significant product of education; and (4) digital innovations facilitate the wider applicability of co-culture perspectives within higher education. This systematic review acknowledges the deficiencies within empirical evidence, especially within the non-Western world, and calls for longitudinal studies and investigations into digital pedagogies. The results contribute insightful information for teachers, policymakers, and researchers who aim to engage culture perspectives within the education of communication strategy for the achievement of equity, inclusivity, and intercultural competence.