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Abstract

This article presents a comprehensive systematic review of peer-reviewed literature addressing psychological safety and student well-being within multicultural and digitally mediated educational environments. The review uses structured thematic analysis to synthesize findings from 1991 to 2024, drawing on two complementary research strands: (1) teacher-student interactions in Kazakhstan's multilingual classrooms and (2) the emotional and cognitive experiences of multicultural learners learning Chinese as a second foreign language through digital platforms. The study identifies six interrelated thematic domains: trust and emotional support, cultural adaptability, gamification, personalized learning, interpersonal connectivity, and the role of digital tools in enhancing psychological resilience. Drawing on frameworks from educational psychology, digital pedagogy, and cross-cultural education, the review reveals that culturally responsive digital technologies can substantially improve student motivation, reduce anxiety, and foster inclusive, psychologically secure learning climates. However, it also highlights critical gaps in longitudinal and context-specific research, particularly within underrepresented regions such as Central Asia. The findings underscore the necessity of integrating emotional intelligence, cultural sensitivity, and digital personalization into educational design. The article concludes by offering evidence-based recommendations for educators, curriculum developers, and policymakers aimed at promoting psychological safety and learner well-being in increasingly diverse and digitalized learning ecosystems‎.

Keywords: Psychological safety, Multicultural education, Digital convergence, Emotional well-being

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