This strand invites presentations and papers focused on aspects of language teaching and learning that involve differentiated instruction strategies catering to learners with varying proficiency levels, learning styles, and cultural backgrounds. Research on the impact of catering for individual learner’s needs reflected in a variety of teaching methods and the development of intercultural competence among language learners is pertinent to this strand. Presentations may explore how language educators can effectively accommodate individual differences among students, including those related to cognitive abilities, socio-economic backgrounds, and linguistic diversity. Furthermore, presentations may delve into strategies for addressing specific learning challenges, such as language learning disabilities, and promoting the inclusion of marginalized or underrepresented student populations in language education settings. Overall, contributions to this strand aim to enhance language education practices to foster inclusive, culturally responsive learning environments.

Navigating between languages and cultures plays a key role in the school environment. In the discourse of intercultural education, approaches that place the issues of power relations at the center of necessary personal, interpersonal, school, and systemic changes have gained significant importance. But for any sort of change to take place the agency of teachers is vital. This strand will address three key issues in the context of teacher education. The concept of critical thinking has gained increasing importance in the last decades, not only as it pertains to the depth of academic knowledge acquisition and its real-life applicability, but also as it manifests in the critical pedagogy of nonviolence discourse through the self-critical development of emotional intelligence. This approach expands the conceptual horizon of critical thinking beyond thinking and emotional awareness by expecting a critical examination of discriminatory and hierarchical power relations and structures at the level of schools, classrooms, interpersonal relationships, and broader social relations, fostering the development of the necessary knowledge, skills, and attitudes.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

In the critical discourse of intercultural education, the emphasis on the participatory, emancipatory, and transformative role of education is prominently present. One pioneering venture in this context is the discourse of cooperative learning, which is closely intertwined with constructivist and post-structuralist educational approaches. These approaches aim to provide principles and models for creating structures that can be successfully applied beyond the classroom and school level, in the spaces of social cooperation or even within an entire educational system. In an era of rapid change, it is increasingly pressing to reconsider the function of schools and the role of teachers together, to ensure that inclusive, critical, and cooperative approaches gain ground in the everyday practice of educators entering the field, as well as those already working in pedagogy, and in the school environments they operate. To that end, this strand welcomes both theoretical papers and studies presenting the results of practical investigations, as well as studies describing models, focusing on the development of critical thinking, the broader application of inclusion, or the cooperative paradigm.

This strand invites presentations, papers and workshops that discuss intercultural education through literature and the arts focusing on the possibilities that literary texts and artwork entail. Research investigating intercultural competence development through literature and the arts and how these mediums may contribute to its growth is the main focus of interest in this strand. This strand also welcomes presentations and workshops that reflect on good practices, practical examples and elaborate on how teachers can use literary texts and artwork in their classes to promote an inclusive environment. Overall, we intend to further the discussion on the use of literature and the arts in the classroom and explore various answers to how these mediums can contribute to the creation of more supportive, reflective and responsive educational environments.