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INCLUDed

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Culturally Inclusive Schools Celebrating diversity teaching common values and...

Culturally Inclusive Schools Celebrating diversity teaching common values and fostering intercultural competence among youth Despite the successes achieved in studying how intercultural competence of young people can be promoted in European school systems, different stakeholders indicate that considerable gaps remain in understanding what works in promo... ver más

31/05/2024

KU Leuven

178K€

Presupuesto del proyecto: 178K€

Líder del proyecto

KATHOLIEKE UNIVERSITEIT LEUVEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2024-05-31

MSCA-IF-2020: Individual Fellowships

I+D

Cerrada hace 4 años

0% 100% 100%

Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

1 Participantes

KU Leuven

178.32K€ | Lider

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Duración del proyecto: 37 meses Fecha Inicio: 2021-04-15
Fecha Fin: 2024-05-31

Líder del proyecto

KATHOLIEKE UNIVERSITEIT LEUVEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 178K€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto Despite the successes achieved in studying how intercultural competence of young people can be promoted in European school systems, different stakeholders indicate that considerable gaps remain in understanding what works in promoting intercultural competence in youth. The proposed project Culturally Inclusive Schools: Celebrating diversity, teaching common values and fostering intercultural competence among youth (INCLUDed) responds to this need by addressing three main limitations in existing knowledge and research in the European context: a) The lack of rigorous empirical studies aimed at conceptualizing and measuring intercultural competence in youth; b) The lack of rigorous empirical studies aimed at conceptualizing and measuring culturally inclusive educational approaches promoted by schools; c) Insufficient evidence on the effectiveness of different culturally inclusive educational approaches promoted by schools for the development of intercultural competence of youth. A heuristic framework inspired by educational effectiveness and ecological systems theory is applied to a large nationally representative sample of young people (14-year-olds) in a European country (i.e. Italy) and analyses are carried out to: a) Develop, adapt and validate a multifaceted measurement instrument of intercultural competence; b) Develop, adapt and validate a multifaceted measurement instrument of classroom cultural diversity climate based on student perceptions of their learning environments; c) Evaluate the relationship between different configurations of classroom cultural diversity climate approaches and the intercultural competence of youth and to examine the effectiveness of these approaches in different cultural school settings and for specific subgroups of young people. The project will generate actionable evidence for research, educational policy and practice adding significantly to current research on interculturality in culturally diverse school settings.

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