Abstract
ABSTRACT The training of professionals for a global world remains a challenge for Higher Education. From an intercultural educational approach, this study describes and analyses two educational proposals in Italy and Spain, which have helped to develop students’ intercultural competences, thanks to a teaching framework based on participatory strategies. A multiple case study with a qualitative approach is elaborated to analyse the data on the situation in order to describe and recognise the relevance of examining participation, collaborative culture and social transformation in two Master’s Degrees. Findings show that the synergy between participatory strategies and intercultural competences enhances dialogue and renegotiation of meanings, reconceptualisation of diversity, critical thinking and agency for change. The conclusions point to the need to generate collaborative networks to further mobilise the knowledge generated in training for intercultural professionals.
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