This article presents a study on the development of intercultural competences in students involved in international education, namely two LLP intensive programs (IPs).The data shows the extent to which, according to European Higher Education Area priorities, an educational model based on mobility abroad may foster competence development, and casts light on the importance of the socio-cultural experience of displacementenvisaged by the IP educational formula-in creating student profiles fitting for a global society. The starting point is a longitudinal study conducted over a 6-year time-span on 196 students who attended two consecutive lifelong learning IPs involving eleven Universities from eight European Countries. The two IPs set up an innovative interdisciplinary learning model aimed at developing intercultural competences in undergraduate students attending different degree courses. The study, based on questionnaires submitted to the participants at the end of each IP edition, worked out a pattern of indicators modelling intercultural competence as a multidimensional and developmental process especially associated with factors ascribable to the social dimension of learning. The emerging factorial pattern shows the social infra-structure of mobile students' intercultural competence as a process in which mobility works as a crucial external factor influencing the process of competence development. Mobility does not act either directly or alone, but is connected to the appreciation of Web 2.0 as a learning tool and the relevance attributed to informal and experiential learning, all of which are aspects concerning the social dimension of the educational pathway.
Une étude longitudinale sur le développement de la compétence interculturelle chez des étudiants de deux programmes intensifs, proposés dans la cadre du Programme d’éducation et de formation tout au long de la vie Erasmus, est ici présentée. Le modèle éducatif, fondé sur la mobilité internationale et sur un projet visant l’acquisition de compétences sociales et de communication spécifiques, favorisait l’acquisition de la compétence interculturelle et globale. L’ étude a été menée pendant six ans sur 196 étudiants participant pendant cette période à deux programmes intensifs consécutifs. Onze universités, de huit pays européens, y participaient. L’ objectif était le développement de compétences interculturelles chez des étudiants de diverses formations supérieures dans les universités partenaires. L’ analyse d’un questionnaire d’auto-évaluation a fourni une structure factorielle décrivant le caractère multidimensionnel et holistique de la compétence interculturelle, et son lien étroit avec l’expérience à l’international. Le modèle factoriel révèle que l’infrastructure sociale de la compétence interculturelle est un processus de sensibilisation au contexte et de développement d’une sociabilité inclusive. La mobilité n’agit pas directement sur la compétence, mais vient s’associer à des facteurs tels que l’utilisation du Web 2.0 comme outil didactique, et l’apprentissage par la pratique et collaboratif. Cela renvoie à la valorisation des apprentissages informels pour le développement de compétences clés, comme prévu dans l’ECVET.
The paper argues the importance of food in the contexts of "forced migration" and the promising impact of enhancing food-related capabilities on refugees' em-powerment and social inclusion. To support the argument, the Author presents a pilot project based on research-action and providing food training for 39 refugees hosted in Piedmont. The research findings show that a participatory approach to training that values prior culinary learning, and the use of narrative interviews elic-iting food stories, may favour empowerment and social inclusion. Recovering food-related agency within refugees' unfinished journeys contributes to an em-powerment going beyond a sedentarist model of integration, namely a one-way and singularly place-bound demand of adaptation. Food agency is a basic enti-tlement that proves to be a major source of well-being for forced migrants, as well as a regenerative occasion for both healing ‘refugee gaps', and providing a more sustainable approach to resources.
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