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This paper examines the implementation of action research that investigates the use of film art as a teaching and learning instrument in school classrooms. It selects the concept of "refugee" and investigates whether and how cinema can adequately address sensitive social issues, foster empathy, and contribute to a better understanding of the situation that affects us. As a result of the continuous influx of refugees to the island of Rhodes in previous years, numerous students have repeatedly expressed concern regarding the arrival, motivations, and temporary settlement of these individuals in their place of residence. To reduce the prejudices that children had uncritically assimilated and reproduced, it was deemed imperative to implement the current research action. The negative predisposition towards the topic to be investigated, however, necessitated the use of a modern teaching instrument capable of attracting and retaining the interest of young students. Utilising the capabilities of new technologies, we aimed to improve the educational process while simultaneously addressing the refugee issue's knowledge gaps. Since modern society resides in a "culture of the image," film education was singled out. The findings of the study demonstrated that cinematic art is a magnet for students, who, through the screening of a film or their direct participation in a film shoot, have the opportunity to enjoy new learning dimensions while also strengthening their critical thinking regarding intercultural issues. [ABSTRACT FROM AUTHOR]