Educating for Diversity: Intercultural and Inter-Religious Sensitivity in Early Childhood and Primary School Teachers in Training at the University of Barcelona

Abstract

This study analyses the development of intercultural and interreligious sensitivity in pre-service teachers on the Early Childhood and Primary Education degrees at the University of Barcelona. Using a mixed approach, the research combines the collection and analysis of quantitative data on a validated self-perception scale and the qualitative perspective of a reflective activity inspired by Deardorff’s storytelling circles. In its quantitative phase, the study involved 290 students, and the results showed medium to elevated levels of self-perceived sensitivity, influenced by factors such as gender and previous intercultural experiences. The qualitative phase involved 84 pre-service teachers and consisted of the shared analysis of a short film on discrimination, highlighting the participants’ capacity for critical reflection and their ability to engage in meaningful dialogue about diversity and inclusion. These results emphasize the importance of integrating intercultural and interreligious training into teaching programmes to prepare future educators for the challenges of increasingly diverse classrooms. The study highlights the transformative role of educators as agents of change in promoting inclusive school environments and highlights the need for innovative pedagogical approaches to develop these competencies.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 5 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.