ABSTRACT In contexts of democratic erosion, teacher education has a particular responsibility to cultivate civic orientations among future educators. This study examines Yotzrim Atid (‘Shaping the Future’), a civic-democratic teacher education programme that brings together Jewish and Arab pre-service teachers in Israel for shared coursework, dialogue, and collaborative civic projects. Drawing on qualitative content analysis of mid-year questionnaire data from 25 participants, we explore how social-civic agency manifests during programme participation and which conditions foster its emergence. Findings indicate that participants framed teaching as both a professional role and a civic mission, extending their sense of responsibility beyond the classroom into broader communal and democratic spheres. We introduce the Intercultural – Emotional – Professional (IEP) Framework to conceptualise how intercultural encounters, pedagogical – emotional engagement, and professional – ethical anchoring interact through processes of disruption, reflection, and anchoring to create conditions for durable civic expression. Implications for the design of civic-democratic teacher education programmes are discussed.

ABSTRACT This research investigates the integration of Service-Learning (SL) as an educational approach to promote sustainability and environmental protection within the Avanguardie Educative (AE) Movement, an Italian initiative for educational innovation. Recognising the limitations of traditional schooling models, AE emphasises innovative pedagogical and organisational practices, aligning with the Sustainable Development Goals (SDGs). This study focuses on school experiences within the ‘Inside/Outside School – Service Learning’ framework, exploring how these initiatives connect local and global issues. Employing qualitative methods, including document analysis of school plans and case studies of 248 schools, the research examines how SL pathways are developed in diverse contexts. Findings reveal that SL projects are not merely didactic strategies but offer opportunities for schools to position themselves within a broader global educational framework, addressing some SDG goals. The research highlights the importance of curricular integration, community partnerships, and SDGs alignment in fostering student engagement and social responsibility. While acknowledging limitations related to generalisability and direct impact measurement, this study underscores the potential of SL to transform educational practices and contribute to a more sustainable and equitable future. Future research should explore diverse contexts and investigate the impact of contextual factors on SL implementation.

ABSTRACT This paper reflects on the evolving landscape of Culturally Responsive Teaching (CRT) in Kenya’s education system. It considers how policy reforms, especially the Competency-Based Curriculum (CBC) and the Basic Education Curriculum Framework (BECF), have promoted inclusive and learner-centred pedagogy. Despite promising developments, systemic challenges, limited teacher preparation, inadequate culturally relevant resources, and language policy constraints, continue to hinder progress. It offers reflections on bridging policy-practice gaps to advance equity and cultural inclusion in Kenyan education.

ABSTRACT This study investigates the changes in empathy and multicultural competence in elementary school students after participating in a multicultural education program emphasising empathy as a central theme. Initial interviews and questionnaires were conducted in a fourth-grade public elementary school class in Taiwan to gauge student understanding of empathy and multiculturalism. Subsequently, a multicultural education curriculum focusing on cognitive, moral and behavioural empathy was designed and implemented. Qualitative research methods were employed to investigate the impact of the program on students’ empathy and multicultural competence. Results revealed that, after implementation of the program, students demonstrated enhanced cognitive empathy. Their behavioural empathy shifted from comforting individuals to taking constructive actions. Moral empathy remained unchanged as the students continued to exhibit concern for others’ well-being. In terms of multicultural competence, students exhibited a broader range of concerns and a heightened sensitivity and deepened understanding of diverse issues. Additionally, students were able to articulate their understanding of different cultures in a more precise and explicit manner. Furthermore, they expressed increased concern about multicultural issues and issues of equity and inclusion. This study also included reflections on the overall activities and research findings, along with relevant recommendations for future researchers.

ABSTRACT Navigating Eurocentric teacher education settings presents significant challenges for both educators and learners, particularly when engaging with issues of race, privilege, and Indigenous perspectives. This paper draws on interviews with 16 Indigenous experts from Australia, Canada, the US, and New Zealand, woven together with reflective practice from compulsory Indigenous studies courses in Queensland, Australia. Our analysis reveals three key strategies: critical self-reflection, the use of metaphors, and intergenerational mentorship, which enable initial teacher education (ITE) programs to challenge deficit thinking and promote meaningful inclusion of Indigenous Knowledges. Our paper examines the affective and intellectual tensions experienced by preservice teachers when they are invited to confront their cultural positioning, whiteness, and colonial complicity. We contend that scaffolded engagement with Indigenous epistemologies provides a potent means for challenging deficit discourses and fostering more ethically responsive educational practices. Methodologically, our paper integrates dialogic reflection and Indigenous-led analysis to generate a praxis-oriented contribution for those engaged in curriculum and pedagogical reform. While grounded in the Australian context, comparative references to other settler-colonial nations enhance global debates on decolonising teacher education, offering applied strategies for critical reflexivity, relational accountability, and the ethical inclusion of Indigenous knowledges.

ABSTRACT While CLIL promotes intercultural awareness, it remains unclear how science teachers incorporate intercultural competence into their classroom practices. This study explores science teachers’ understanding of culture and intercultural competence within a CLIL-based curriculum where English is the medium of instruction. A qualitative method was used, including semi-structured interviews, document analysis, and a brief online binary-response survey to examine science teachers’ perceptions of culture and intercultural competence. New insights emerged, though the overall findings are consistent with previous research. It was observed that most teachers showed increased intercultural sensitivity, awareness of diversity, and perspective-taking, indicating an ethnorelative stance. Curriculum vitae analysis also showed a positive impact of professional background on teachers’ intercultural communicative competence. Interestingly, language was seen both as a barrier and as a cultural tool for global access. Additionally, translanguaging practices were observed. Teachers also recognised the spontaneous use of culturally responsive practices in science teaching, despite limited institutional support and training. Ultimately, this article advocates for critical reflection and the adoption of international educational practices from the perspective of the source culture.

ABSTRACT This study explores Greek primary school teachers’ perceptions and self-assessed effectiveness in managing multicultural classrooms, amid increasing immigration and cultural diversity in Greece. A total of 210 teachers from public primary schools in the Attica region participated during the 2022–2023 academic year. A structured questionnaire assessed demographic characteristics, attitudes towards intercultural education, and teaching effectiveness across four key domains: inclusive teaching strategies, addressing prejudice, promoting social inclusion, and understanding multicultural dynamics. Reliability testing (Cronbach’s α = 0.892 and 0.928) confirmed high internal consistency. The findings indicate generally positive attitudes towards intercultural teaching. Most teachers expressed willingness to adapt their practices, challenge stereotypes, and foster inclusive learning environments. Statistically significant associations were found between perceptions/effectiveness and demographic variables including gender, age, experience, and school location. Female, younger, and less experienced teachers, particularly those in urban schools, tended to hold more favourable views and higher confidence in teaching in diverse settings. The results emphasise the importance of professional development focusing on intercultural education, especially for male and more experienced educators. Promoting culturally responsive pedagogy can help create equitable, inclusive school environments that support the educational needs of all students and prepare them to thrive in a diverse society.

ABSTRACT Research suggests that intercultural contact on campus nurtures students’ intercultural competence, yet they tend to prefer ingroup interactions. This exploratory mixed-method case study focuses on intergroup contact and its interplay with intercultural sensitivity in an undergraduate classroom in Europe formed by students of different nationalities and with full English Medium Instruction. It aims to investigate students’ ingroup–outgroup tendency in such a context and if, and to what extent, outgroup interactions correlate with intercultural sensitivity. The study is unique as it investigates three types of ties, i.e. studying partners, leisure partners, and intimate friends. Quantitative data were collected for 33 first-year undergraduates using the Intercultural Sensitivity Scale and a name generator by recognition, and 23 students were further interviewed. Statistical and content analyses were performed. Students showed a tendency to form more intimate relationships with classmates from a similar background, mainly due to shared language or analogous previous experiences. However, those who formed more outgroup intimate friendships also reported greater intercultural sensitivity and increased reflexivity. Contrarily, interactions with academic or leisure purposes did not prove significant. Results provide insights into the specificities of an internationalised classroom and may serve as inspiration for institutions offering similar programmes.

ABSTRACT The intersection between intercultural education and sustainability is becoming increasingly crucial in addressing the challenges of the Anthropocene, an era marked and damaged by the human impact on ecosystems. Sustainability is not limited to the ecological dimension alone but also includes social and economic factors in a holistic approach: poor and developing countries are often those where behaviour harmful to the planet and local populations occurs more frequently. This contribution explores, through a case study, the best practices adopted by an educational community in relation to unaccompanied foreign minors (UFM) in Italy. The aim is to demonstrate how intercultural education is strategic in fostering ecological responsibility and acquiring new approaches necessary to promote sustainability and respect for the Earth’s environment. Educational communities for migrants can serve as true laboratories for experimenting with innovative models of interaction with the environment, generating positive feedback, even in countries of origin. In this way, they contribute to addressing the challenges of the Anthropocene and achieving a paradigm shift that integrates sustainability with social justice.

ABSTRACT This article highlights an endeavour to promote new educational practice by combining intercultural education and intersectionality with the Anthropocene and its alarming consequences. Through a case study, we discuss the potentialities and challenges of teaching intercultural issues and sustainability, bringing in student experiences to deepen both the students and our own understanding. Student learning was significant, including new knowledge and emotional investment in social and climate justice, and transformation on both individual and systemic levels. However, as educators, we see that more work needs to be done to address the complexities of the Anthropocene and its impact on our multicultural global society.