The reinforcement of Physical Education Teachers' Intercultural Competence

Social inclusion is a key priority in Europe, aligning with the EU's vision of democracy and multiculturalism. The PETIC project addressed these needs by promoting intercultural competence through physical education (PE). PETIC integrated cultural understanding into PE, fostering social integration and cooperation among students from diverse backgrounds. This initiative supported the EU’s commitment to improving education quality and inclusivity, in line with the Digital Education Action Plan (2021-2027), by enhancing teachers’ digital skills and pedagogical competence. PETIC empowered teachers by providing professional development and personalized support, addressing gaps in training, and enhancing their ability to manage diverse classrooms. The project also emphasized the importance of innovative teaching methods, especially through digital learning tools, to bridge the digital divide. By equipping teachers with the skills needed for intercultural competence, PETIC helped students develop collaboration, cultural awareness, and empathy, ultimately contributing to a more cohesive and inclusive European society.

PETIC was a comprehensive project designed to equip PE teachers with the knowledge and skills necessary to enhance their own and their students’ intercultural competence. Central to the project was the development of a LMS within a broader digital education ecosystem, aimed at strengthening PE teachers’ capabilities in learning and teaching. It focused on empowering teachers to design and implement competence-based didactic scenarios tailored to the diverse needs of their students. PETIC also aimed to promote equal opportunities for all by actively engaging schools and educators with high numbers of migrant and refugee students, as well as those in remote or underserved urban areas facing participation challenges. PETIC sought to transform PE into a dynamic environment for exploratory learning, research, and self-expression. The goal was to help all students regardless of cultural background, develop intercultural understanding, communication, and sensitivity. Finally, by leveraging the diverse cultural perspectives of its partners and fostering the exchange of experience and good practices, the project aimed to promote innovative, inclusive and multilingual pedagogies, to support national reforms and promote social inclusion.

In the early stages of the PETIC project, a comprehensive needs analysis was conducted, including desk research and a qualitative study of national PE curricula in each partner country to identify systemic gaps. Additionally, the digital skills and training needs of PE teachers in Greece, Luxembourg, and Slovakia were assessed. To meet project objectives, partners implemented the following activities: Developed a Learning Management System (LMS) and a Digital Education ecosystem. Delivered blended e-learning training (synchronous + asynchronous) for PE teachers. Created and introduced the Intercultural PE e-guide, evaluated through awareness-raising events. Guided teachers in designing and implementing customized didactic scenarios in PE classes. Developed evaluation tools to assess intercultural competence in teachers before and after training. Created a student questionnaire to measure the immediate (acute) impact of implementation, with adaptations for younger age groups. Designed an assessment tool to evaluate the effectiveness and user experience of the LMS. Recorded best practices in each partner country using 360° cameras and integrated them into educational resources.

A DEE and a LMS: More than 90% of trainees praised the LMS for its clear goals, structured content, and relevant materials. The course improved trainees’ intercultural awareness, with 90% gaining new knowledge and 83% reflecting on their behaviours. Intercultural e-guide: Over 80% MEs' participants found e-guide innovative, easy to implement, and valuable for multicultural settings, with plans to use it in the future. Unique evaluation instruments to assess the intercultural competence (IC) of teachers and students: Teachers showed a higher improvement in communication and awareness compared to sensitivity. Additionally, 80% of the teachers felt capable in assessing students’ IC. Context-specific didactic scenarios, evaluated by experts and PE teachers: Data analysis showed positive experiences for students and teachers, with games enhancing social inclusion and peer interactions. Most students displayed enthusiasm and increased diversity awareness, fostering inclusivity and intercultural competence. Recommendation for Future Use Guide: A guide summarizing PETIC’s results and challenges offered recommendations to enhance intercultural competence in PE.