<p>This paper presents a systematic review of Spring Festival teaching in International Chinese Language Education (ICLE), with particular attention to Islamic and Muslim-majority contexts. Following the PRISMA 2020 guidelines, the review synthesizes peer-reviewed studies published between 2020 and 2026 to examine how Spring Festival-related cultural content is included into language pedagogy, how it contributes to cross-cultural communication and intercultural communicative competence, and what challenges arise when culturally embedded content is introduced in religiously specific settings. By bringing language investment, intercultural communicative competence, and cultural identity negotiation into dialogue, the review offers an integrated framework for understanding the complexity of Spring Festival teaching in Islamic contexts. The findings show that Spring Festival pedagogy can function not only as a vehicle for cultural transmission, but also as a site of pedagogical mediation and cross-cultural negotiation. At the same time, its effectiveness depends on context-sensitive adaptation rather than direct cultural transfer, particularly where religious values, local educational priorities, and cultural expectations shape how Chinese cultural content is interpreted and taught. The review contributes to current learning by showing that Spring Festival teaching in Islamic educational settings is best understood as a mediated and locally negotiated pedagogical practice rather than a uniform model of cultural instruction.</p>