The historical valorization of scientific knowledge, to the detriment of equally legitimate ways of interpreting reality, has contributed to the silencing and invisibility of knowledge and sociocultural groups. In contrast to this reality, Intercultural Science Education (ISE) has emerged. In this regard, we seek to understand the definition, characterization, development, and challenges of Intercultural Science Education in science teaching, with the aim of inspiring educators to adopt this perspective. To this end, we conducted a Systematic Literature Review (SLR), synthesizing information and recommendations to contribute to this process. Thus, the study consists of an SLR derived from an excerpt of a doctoral research project. We used 50 articles published between 2014 and 2024 in the databases Scopus, Web of Science, Dialnet, and the Network of Scientific Journals of Latin America and the Caribbean, Spain, and Portugal (Redalyc). Regarding the definition, we identified that ISE is an approach sensitive to cultural diversity and is therefore characterized as a space for dialogue between knowledge systems facilitated by convergences, but which also reaffirms and engages with differences. ISE has been developed prominently in the Global South, from different perspectives, including valuing traditional communities, bilingualism, and immigrant integration. These perspectives are developed through ethnobiology, the creation of teaching materials, Communities of Practice, and teacher training. Regarding the challenges, we highlight structural and institutional barriers, teacher training, a lack of university-school rapprochement, and difficulties in cultural mediation.
