INCLUDed
Culturally Inclusive Schools: Celebrating Diversity, Teaching Common Values, and Fostering Intercultural Competence Among Youth
Welcome to the EU-funded INCLUDed project – a journey towards understanding and enhancing intercultural competence among youth in Europe's culturally diverse schools!
Background
INCLUDed aims to understand how different culturally inclusive educational approaches shape young people's levels of intercultural competence. As European schools become more diverse, students from different cultural backgrounds need to acquire the knowledge, skills, and attitudes necessary to understand and respect people from different cultures – intercultural competence. Likewise, schools need to organize a wide range of high-quality learning and teaching experiences that promote such competence.
However, research in this area is still developing, and there is a lack of understanding of how intercultural competences are conceptualized and measured, as well as what effective culturally inclusive educational approaches look like. As a result, evidence-based guidance for developing educational policies and practices is still lacking. To contribute to this debate, INCLUDed strives to develop a systematic framework to conceptualize and empirically measure different dimensions and configurations of intercultural competence (IC) and culturally inclusive educational approaches (CCDC).
Objectives
At the core of INCLUDed are the concepts of intercultural competence and classroom cultural diversity climate. The main objectives are to develop, adapt, and validate a multifaceted measurement instrument for intercultural competence and a multifaceted measurement instrument for classroom cultural diversity climate. Additionally, the project aims to evaluate the relationship between different configurations of classroom cultural diversity climate approaches and the intercultural competence of youth, as well as to examine the effectiveness of these approaches in various cultural school settings and for specific subgroups of young people.
This project has received funding from the EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions under the grant agreement No 101030992