3.1. Intercultural Engagement. Readings

How can lecturers be trained for intercultural competences?

A report from the JRC’s INNO4DIV project, financed by the European Commission, was published in 2022 and defines good practices to inspire educators in intercultural settings. After analysing 21 innovative cases, the report outlines nine key enabling components for Intercultural and Democratic Competence development in lecturers’ education:

1. Common understanding of Intercultural and Democratic Competence, interculturality, cultural diversity, European values, and ethics of human dignity: The first of these components is centred on the common understanding of what intercultural and democratic competence means.

2. Supporting educational policies contributing to the development of sustainable partnerships among different stakeholders: The second key enabling component refers to the partnerships that educational stakeholders set up among themselves, leading to the emergence of professional networks and communities of practice.

3. Effective initial teacher education based on experiential knowledge, critical thinking and meaningful learning: This component is about making sure that lecturers come into contact with diversity already during their education.

4. Lecturers’ continuing professional development with high quality Intercultural and Democratic Competence programmes and projects that incorporate cultural diversity as a resource for learning and teaching, which is the lecturers’ direct experience with interculturality.

5. Culturally responsive, transversal and flexible curriculum model based on multi-perceptivity and on a holistic approach: This component focuses on triggering intercultural thinking by a culturally responsive curriculum.