Global education systems increasingly emphasize communicative ability as a core graduate outcome. This study seeks to synthesize empirical evidence on the factors shaping communicative competence (CC) and identify critical research gaps. A systematic search of peer-reviewed journal articles was conducted using databases such as Scopus, Web of Science, and Google Scholar, covering the period from 2014 to 2025. Inclusion criteria were applied to select 27 studies that directly assessed CC or its subcomponents (e.g., linguistic, pragmatic, sociolinguistic). Thematic analysis was used to categorize studies. The review reveals that a constellation of factors, including self-efficacy, motivation, peer collaboration, teacher-student interaction, and the integration of digital tools such as blended learning and AI-assisted instruction, influences CC. While interactive and student-centered pedagogies consistently yield positive effects on CC, the dominance of traditional grammar-translation methods persists. Additionally, few studies explicitly examine the intercultural and pragmatic aspects of communication or adopt longitudinal and multi-institutional research designs. This study contributes to the literature by synthesizing findings across diverse methodological approaches and highlighting underexplored dimensions of CC in higher education. It identifies five key research gaps, including limited theoretical integration, insufficient focus on moderators and mediators, and a lack of performance-based assessments. The paper offers directions for future research and pedagogical practice aimed at enhancing communicative capacity in increasingly globalized academic settings.