Intercultural Education


To address the problems encountered in recent decades after the influx of immigrants in educational contexts in Europe and the US experimental education models were elaborated and applied in order to smooth integration and psychological-social adjustment and learning of students of various national and cultural groups in the education systems of countries hosting migrants. The various forms of educational approaches are known with different definitions as multicultural, intercultural or antiracist education, education for diversity and citizenship, critical intercultural approach, education for equality and peace, global education, etc

The seminar is aimed at teachers and those who work with young people who wish to learn about the educational practices and school programs for students of different national/cultural groups. It is designed to be a basic introduction, with children's activities that are defined by age. There will be presented advices on the methodology and supporting guidance for those who wish to delve deeper into this topic. The approach emphasizes the practical rather than the theoretical level.


enable teachers to an alternative education method for students e.g. various national and cultural groups regarding parameters such as the type of school, age of students, the composition and size of the various groups, the time available for teachers, opinions, attitudes and skills of teachers.

learn to approach the diversity and similarity based on culture, while efforts will be made to raise awareness and reflection against every form of racism and social discrimination.

strengthen the role of teachers in promoting students psychosocial adjustment.

focus on prevention and the implementation of intervention programs based on modern data and the use of counselling methods such as dialectical psychological counselling, counselling for the crisis management in the school community.

strengthen teachers with tools and skills coping bullying, racist speech and racist consequences regardless of intent


Day 1

  • Introductory meeting, explanation of practical arrangements, presentation of timetable, information about course venue.
  • Icebreakers, Introduction to the Course
  • Informing teachers to perceive diversity as difference form that may be a criterion for exclusion, and the diversity relative to axes such as sex, color, ethnicity, ancestry, religion or belief, age, sexual orientation, language, accent, habits/interests, occupation, socioeconomic status, appearance, culture, etc.

Day 2

  • Analysis of the factors underlying the development of conduct problems such as socioeconomic conditions, the characteristics of students ie age, sex, social class, family, and the type of school.
  • Design and development of a preventive policy action plan against victimization practices, intimidation, harassment and abuse, to ensure security and stability climate with the protection of all members of the school community from any threat.
  • Creation of design and crisis management teams, that will be responsible and determine the basic action plan of the school unit to reduce behavioral problems of students at school, improve the social climate in classes and referral of students exhibiting problems

Day 3

  • Constructive conflict resolution training that includes the management of emotions and finding appropriate solutions. Te role of trainer as mediator in conflict resolution process
  • The implementation of social skills development programs to stimulate students in their active participation in the formulation of their behavior
  • Communication skills and behavioral problems management strategies

Day 4

  • Presentation of interventional educational and advisory programs that are considered necessary to prevent and tackle social problems at school, which apply to a) level of primary prevention b) level of secondary prevention or early intervention and c) level of tertiary prevention and d) level systemic.
  • Update on use of specific interventional techniques in the counseling room, in class, at home parents or even in a street of the neighborhood, while addressing the problems varies depending on the conditions under which they appear

Day 5

  • Presentation of possible interventions at the system level through the implementation and application of programs that develop students' self-esteem, confidence in themselves, knowledge and ability to express their rights and educate them in strategies and techniques of behavior and managing their emotions.
  • Practical implementation of a holistic intervention program to aid positive behavior for students behavior problems

Day 6

  • Study Visits

Day 7

  • Erasmus+ programme : objectives, priorities, actions, forms, budget, tips for applicants
  • Planning follow up activities, dissemination and exploitation of learning outcomes
  • Course Evaluation
  • Certifications



Lectures, exercises, discussions, teamwork, role-playing, study visits

Target groups

 Teachers working in kindergartens, primary schools, lower secondary schools.


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