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Introduction. This article analyses the impact of an intercultural learning intervention in a Spanish university post European Higher Education Area implementation. Objective. The main objective of our research consisted in measuring the development of intercultural competence in a group of students, before and after taking specific courses in intercultural studies and spending a study abroad semester. Methodology. A mixed methods methodology was followed, in which the measuring instrument was the Intercultural Development Inventory (IDI). Additionally, in-depth personal interviews were conducted to complement the data obtained. Results. The results of this study show that the programming and sequencing of specific courses, together with experiences abroad, contribute to the development of intercultural competence. Conclusions. More intercultural learning interventions are needed in higher education coursesin order to develop and build an intercultural campus and to educate global citizens. When applying intercultural learning interventions and intercultural methodologies, students develop their intercultural competence, a key competence for the 21st century graduates.

This article is part of a multiphase research project funded by Erasmus Plus, which main objective is to analyze if religious education in Spanish primary schools helps the development of intercultural competence among the students. One of the main characteristics of the current Spanish society is its increasing diversity. Thus, the development of intercultural competence in education is key in the current Spanish context. This article focuses on a reflection about the subject of religion and how this subject can contribute to intercultural learning in primary education. Therefore, a qualitative methodology has been used to know the opinion and perspective that religion primary teachers have about this topic. The findings show that teachers positively value the need of an intercultural training and learning, and they consider that the subject of religion fosters the content and space to do it. Even though, the participants agree that the curriculum and schedule do not help in this matter., Este artículo forma parte de un proyecto de investigación con diferentes fases, financiado por Erasmus+, cuyo objetivo principal es analizar como la educación religiosa en colegios españoles de educación primaria ayuda a promover el desarrollo de la competencia intercultural entre sus estudiantes. Una de las características de la sociedad española actual es la incorporación de personas con diversidad cultural. Por este motivo, el desarrollo de la competencia intercultural en la educación es fundamental. En este trabajo, se plantea una reflexión sobre el cómo la materia de Religión puede contribuir a esta formación en educación primaria. Para ello se ha empleado una metodología cualitativa que permite conocer la opinión y valoración que sobre este tema tienen los docentes implicados. Los resultados indican que los profesores participantes valoran positivamente la necesidad de una formación intercultural y consideran que la materia de Religión facilita el contenido y espacio para hacerlo. Sin embargo, en su opinión, el currículo y horarios no lo facilita., Research co-funded by the Erasmus+ Programme of the European Union, Project Learning Interculturality from Religion (LIFE) 2016-1-IT02-KA201-024660.

La multiculturalidad es, sin duda, una realidad en las aulas españolas de la Educación Secundaria Obligatoria. El desarrollo de la competencia intercultural, no innata en el ser humano, se comprende como una competencia clave para educar a ciudadanos globales. El Espacio Europeo de Educación Superior la establece como una competencia clave para los alumnos del siglo XXI. Este artículo presenta los resultados de una investigación sobre el análisis del desarrollo de lacompetencia intercultural en la ESO y la percepción de los docentes de la importancia de la enseñanza de dicha competencia en la asignatura de Educación Plástica, Visual y Audiovisual en Aragón. Los resultados muestran, por un lado, que la educación intercultural es una materia pendiente en la formación del profesorado, así como el estudio del desarrollo de la competencia intercultural en los alumnos de la ESO. Por otro, la importancia de incorporar la competencia intercultural en la formación del docente para que, posteriormente, se pueda desarrollar en la práctica diaria con mayor facilidad, incluyendo las metodologías adecuadas., Nowadays multiculturalism is, undoubtedly, a reality in the Spanish classrooms of Compulsory Secondary Education. The development of intercultural competence, which does not come natural to human beings, is understood as a key competence to educate global citizens. The European Higher Education Area already establishes it as a key competence for 21st century students. This article presents the results of a research on the analysis of the development of intercultural competence and teachers' perception of the importance of the teaching this competence in the subject of Plastic, Visual and Audio-Visual Education in Aragon. The results show, on the one hand, how important it is the development of the intercultural competence in CSE students. And on the other hand, the significance that intercultural education plays in teacher training programs and how incorporating the intercultural competence into teacher training is key so that later it can be developed in the classroom with higher ease, with appropriate methodologies.