This systematic review meticulously investigates the critical convergence of three salient domains within contemporary English as a Foreign Language (EFL) education: the integration of Artificial Intelligence (AI), the cultivation of Intercultural Communicative Competence (ICC), and the resulting imperative for pedagogical innovation. Driven by the recognized need to equip learners with the requisite skills for navigating a globalized, technologically mediated professional and social sphere, this study critically synthesizes empirical literature to comprehensively map the current academic landscape. Specifically, it seeks to delineate EFL teachers’ prevailing beliefs, current adoption practices, and the principal perceived challenges surrounding the synchronous application of these interconnected concepts. The systematic review methodology strictly adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, involving a rigorous screening process of peer-reviewed articles indexed in major databases published between 2018 and 2025 that explicitly addressed the intersection of AI tools, teacher cognition regarding ICC, and the resultant pedagogical shifts. Analysis reveals a pronounced dualistic trend: a high level of teacher optimism regarding AI’s potential to personalize learning pathways and refine specific linguistic skills, frequently contrasted with significant professional apprehension concerning ethical implementation protocols, data governance, and the capacity of current generative AI models to foster nuanced, context-sensitive ICC. Key operational challenges identified include insufficient teacher technical training, chronic curriculum misalignment, and the inherent difficulty of scaffolding complex intercultural discourse using existing algorithmic frameworks. These findings underscore a critical dissonance between technological potential and institutional pedagogical readiness.