Table 4.

Summary of the results from the included studies regarding the training method (synchronous, asynchronous, or simulation) and the duration of training, categorized by cognitive, affective, and behavioral competencies

	One hour or less	Up to eight hours	Days or weeks
synchronous	One study with no effects [45]	Affective Cultural awareness [40, 42, 43], and cultural encounters [43] increased. Cognitive Cultural knowledge increased [40, 43] Behavioral Cultural skills and transcultural teaching behavior increased [40] General Assessment The training was considered positive [42]	Affective Reduction of one’s own LGBTQ prejudices [51], but no effect on LGBTQ cultural humility [38] Cognitive LGBTQ-affirmative CBT knowledge increased [38] Behavioral LGBTQ-affirmative VBT Skills [38, 51] and behaviors regarding LGBTQ [51] improved. General Assessment The training was described as helpful and meaningful. No differences were found between the online and face-to-face versions of the training (51)
asynchronous	Affective Cultural encounters [31, 32, 41], and the willingness to confront one’s own racial biases [31] improved. In one study, an attitude improvement was measured [41]; in another, it was not [47] Cognitive Participants increased their knowledge of culture [41, 48], disability [39], and nonbinary people [47] Behavioral Participants reported changes in their behavior [31, 48], an improvement in their own perceived skills [41, 47], and greater perceived security in practice [48] General Assessment The training was judged to be helpful and positive [41, 48]	One study with no effects [30] Affective Increased awareness of microaggressions, privileges, prejudices, and stereotypes achieved [46] Cognitive -- Behavioral Following the training, participants demonstrated more inclusive behavior [46] and acquired practical skills in dealing with minorities [37] General Assessment An online tool with brief interventions was considered helpful [37]	Affective Awareness of diversity was improved [29]. Participants showed increased awareness of social privileges, the value of diversity in educational institutions, and openness and willingness to try new experiences [50] Cognitive Participants’ knowledge increased [30, 44]. Participants expressed a desire for more theoretical background knowledge to avoid uncertainties in implementation [49]. Institutions with a large number of employees with a migration background rated the training as less effective and reported less improvement in knowledge and practice [49] Behavioral Self-efficacy [36] and the willingness to stand up against prejudice and discrimination increased [50] General Assessment A fundamental improvement in cultural competence was achieved [44, 50] In general, the online training received positive feedback [29, 36]. Technical problems posed a challenge [49]. Participants who described themselves as interculturally competent showed defensive behavior toward the training [49]
simulation	The intercultural competence of the participants increased [34] Affective Training reduced negative emotions toward minority groups and improved attitudinal responses [35] Cognitive -- Behavioral --		Participants had improved intercultural skills [33] Participants found the training useful [33]