Today, schools and educational programs are embracing a diverse range of individuals with various socio-cultural backgrounds. One of the greatest challenges for teachers is to help students adapt to new cultural environments while also fostering critical and open-minded attitudes that value and celebrate diversity instead of rejecting it.

Noua ediție a cursului “Intercultural learning and cultural diversity in the classroom​” took place in Tenerife from 18/08/2024 to 24/08/2024. The participants came from all across Europe, with Ágnes from Orchidea Magyar-Angol Két Tanítási Nyelvű Óvoda, Általános Iskola és Gimnázium, Georgeta-Mioara, Nicula și Cristina from SCOALA VIITORULU, Emiliano from IIS Galilei Jesi (AN), Zdeňka from ZŠ Brno, Michaela from Zakladní Skola Safarikova, Zoë from L’école de design nantes atlantique and Pia , Linnea și Pia from Baldergymnasiet.

​The course began by emphasizing the importance of reflecting on the meaning of words. Participants collectively worked to understand what “intercultural learning” means to them, differentiating between “multicultural,” “cross-cultural,” and “intercultural” to enhance their ability to describe and interpret interactions among different cultures.
We then explored the connection between culture and education, engaging in activities designed to increase awareness of how cultural backgrounds influence teaching and learning styles. The goal was to help teachers develop the attention and sensitivity needed to address cultural patterns in the classroom effectively.
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As a first step into the topic of diversity, we examined the concept of identity. Participants engaged in a visual activity to reflect on their own identities and their relationship with culture.
Following this, participants took part in a storytelling exercise focused on stereotypes. Together, we examined the detrimental cycle of stereotypes and how they can evolve into prejudices and discrimination. Reflecting on a TED Talk that noted, “Show a people as one thing — as only one thing — over and over again, and that is what they become,” we explored the impact of perpetuating singular narratives.

The final topic covered was incluziune. Participants engaged in simulation activities to understand and discuss the challenges of intercultural communication. These activities encouraged students to question common assumptions and explore connections among different cultures. Additional group exercises focused on the concepts of membership and empathy, with challenges designed to be adaptable for various subjects and classroom activities. This helped students recognize the value of each member’s contributions and develop empathy for their peers’ needs and differences.

As part of the course’s (inter)cultural enrichment, participants had the opportunity to meet with a representative from a local association involved in intercultural projects. This experience offered a new perspective on the city, further motivating participants to apply their classroom knowledge while exploring Tenerife and engaging with locals. They discovered hidden gems and documented their findings in a Padlet, creating a rich collection of local experiences viewed through multiple perspectives
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