Inclusive Education in Intercultural Contexts

The cultural diversity that currently shapes Western society creates an undeniable reality where educational institutions have become conducive environments for building inclusive citizenship that ensures a quality environment and education for all students, regardless of their race, ethnicity, or religion. For over a decade, research has asserted that educational institutions can contribute to the emotional development of students by creating an atmosphere of respect, sensitivity, and affection that directly impacts the understanding of different cultures, ethnicities, and religions. In this situation, key educational stakeholders (teachers, members of school leadership teams) play a highly significant role, as it seems essential among their responsibilities to prepare students to enter society with a set of skills and competencies that require the teacher or educational leader to have a certain sensitivity to current intercultural characteristics.

Cultural changes and tensions associated with this phenomenon make it necessary for educational institutions to become places where comprehensive forms of human experience are fostered through different teaching and learning tools and strategies. This will create greater social inclusion among the involved students. In particular, intercultural inclusive education takes on special importance, where students from different cultures, ethnicities, and religions perceive equality within the classroom. This approach advocates for an attitude of cooperation and exchange for mutual cultural and educational enrichment.

The need for educational institutions to ensure intercultural educational inclusion for all their students is emphasized in shared and globalized contexts, such as border regions. In these settings, this type of education will ensure the formation of democratic citizens who will guarantee peaceful coexistence in the future.