The purpose of this study is to investigate trends, patterns, and individual differences that are associated with intercultural sensitivity (IS) studies in the educational field. This study presents a systematic review of 65 articles published from 2011 to the present time. The analysis identified a continuous interest in IS with a focus on higher education with undergraduate participants. The predominant method is quantitative, and conceptual framework is the most frequently employed. Individual differences associated with an individual's IS are divided into four categories: experiences, cultural values, demographics, and language proficiency. Based on this synthesis, I suggest three key areas for future IS studies: diversification of research design; expansion of research to Asian countries; and the role of autonomy and active interaction with IS.