European integration, active learning and formative curriculum

The article deals with intercultural competence as one of the implications of globalisation, considering consequences and issues related to the learning, development and assessment of such knowledge, understanding and skills in education. The key role of teaching and learning practices in promoting the ‘dialogue between civilizations’ by developing intercultural competence – as a ‘software of the mind’ – is thus underlined. The impact of multiculturalism in education, on a European and global level, underlines the challenges of promoting a ‘planetary identity’, based on universally shared values, in order to solve conflicts in a nonviolent way.The goals, processes and assessment of intercultural learning and abilities are shaped by the dual role of students as participants and learners/analyzers of intercultural communication experiences, who act, negotiate meanings and reflect on consequences. Examples in the fields of several subject areas – e.g. languages, history and science, ICT –are given. The challenge also lies in reconciling contrasting paradigms of learning in intercultural education. The construct of intercultural competence and its development is then teased out and operationalised in its different components. The implications regard the need for a radical change in didactics, allowing more flexible and participatory settings, in the fluid context of post-modernity. The intercultural learning potential of online communities as places for meaning making and sharing is highlighted.