Abstract: This systematic literature review examines the multifaceted challenges encountered in teaching English as a foreign language (TEFL) within higher education globally. This study analyses addressing new and creative e-course approaches, language diversity policies, inclusive pedagogies, and the impact of COVID-19 pandemic on remote learning to illuminate complexities faced by educators and students. Notable investigations include (Sumtsova et al.s’) focus on collaborative learning benefits in Russian technical schools and (Hamel et al.s’) exploration of language diversity policies in Latin American universities, contributing to Language Policy and Planning perspectives. (Motschenbacher) advocates sociocultural theory in understanding linguistic inclusion, contrasting with Li and Li's critique of cognitivist approaches. The review also encompasses studies on blended learning, student engagement, motivation of instructors, challenges for non-English-speaking academics, virtual TEFL Ph.D students' university identification, collaboration skills in higher education, and strategies for EFL instructors during the shift to remote learning. Synthesizing these findings underscores the necessity for nuanced strategies to navigate diverse TEFL challenges in higher education. The comprehensive insights offer valuable guidance for educators and administrators seeking effective approaches to enhance TEFL practices within higher education settings.