<p>Technology-supported intercultural learning has become an important means of fostering students’ global competence. While research in this area has increased in recent years, the overall effectiveness of technology-enhanced interventions on the conditions under which they are more effective remain underexplored. To address this gap, the meta-analysis systematically reviewed empirical studies published between 2017 and 2025. Thirty eligible studies were identified through a comprehensive search of six academic databases, domain-relevant journals, and citation snowballing. Based on predefined inclusion and exclusion criteria, the studies were coded and analyzed using meta-analytic techniques. The findings revealed a statistically significant positive effect of technology-supported interventions on intercultural competence. Comparisons across research designs showed that within-subject (pre–post) interventions yielded stronger effect sizes than between-group (control) studies. However, these findings should be interpreted cautiously, as the two designs provide different forms of evidence. Further moderator analyses revealed that the effectiveness of interventions was significantly influenced by the type of instrument, academic level, intervention technology, intervention type, and duration. In contrast, year of publication showed no moderating effect in between-group designs but did exhibit significant variation in within-subject designs. Sample size did not emerge as a significant moderator in either research design. These results provide evidence-based insights into the pedagogical conditions under which technology can most effectively support intercultural learning. Based on the results, this study proposes practical recommendations for the design and implementation of technology-enhanced intercultural learning environments and outlines directions for future research.</p>