Abstract
Analyzing 28 articles from databases including WOS, Scopus, and ProQuest, this systematic review investigates the application of Hofstede’s cultural dimensions theory in education. It reveals a sustained scholarly interest in cultural dimensions with substantial contributions from scholars in China, Japan, Israel, and the UK. The study focuses on the impact of cultural dimensions on educational management and their influence on teaching and learning behaviors. Significant findings indicate that key dimensions—power distance, individualism versus collectivism, and long-term orientation—affect educational management behaviors, leadership practices behaviors, teaching and learning behaviors. The review emphasizes the necessity of cultural sensitivity in educational practices and policies, advising educators and policymakers to adapt their approaches to diverse cultural contexts. While offering valuable insights into the development of culturally sensitive educational strategies in the context of globalization, the review also acknowledges limitations such as publication bias and calls for more empirical research.