This study explores the potential adaptation of initial teacher education programs to enhance plurilingualism in secondary education. Utilizing qualitative research strategies, we draw preliminary conclusions from experiences and results derived from an Erasmus+ project focused on intercomprehension among similar languages (Bonvino e Garbarino 2022). The project was implemented in a secondary school located in a multicultural neighborhood in the City of Turin, characterized by a diverse student population.

Within the school's teaching staff, a prevailing orientation has emerged, dominated by a monolingual approach that emphasizes the centrality of the primary language of instruction and a distinctly hierarchical view of foreign languages, with English taking precedence, followed by French. Recognizing the pivotal role of teachers in shaping linguistic competencies (Piccardo e Langé 2023), the study advocates for foundational changes in initial teacher education, emphasizing the transformation of teachers' habitus.

Guided by Gogolin's critique of the 'monolingual habitus,' the study underscores the imperative to challenge ingrained norms in initial teacher education (Gogolin 2021). Bourdieu's 'habitus' adds depth to this perspective, advocating for a nuanced understanding to cultivate a plurilingual ethos within the teaching profession (Bordieu 2021). The research centers on the fundamental changes necessary in initial teacher education, particularly focusing on the transformation of teachers' habitus. This involves addressing both the broader context and the specific challenges encountered in implementing a plurilingual approach.

As a starting point, our suggestion is to develop training curricula for teachers capable of prioritizing the recognition and valorization of differences, emphasizing the advantages linked to linguistically and culturally heterogeneous contexts.

The transformative journey observed in this Erasmus+ project serves as both inspiration and caution. The study concludes by recommending adaptable frameworks for teachers to seamlessly integrate plurilingualism into their pedagogy, highlighting the unique challenges posed by the linguistic and cultural diversity within the school. We hope our study can contribute to ongoing discussions about reshaping initial teacher education for linguistic diversity, emphasizing the crucial role of context-specific strategies in implementing plurilingual approaches (Ainscow 2026).

University students are part of "emerging adulthood" (Arnett, 2000), a transitional phase of life in which identity, career and relationships are established. A time that can be full of opportunities for some (Arnett, 2005), but can also present significant challenges for others. According to various studies (Gambin et al., 2021; Pierce et al., 2020), emerging adults were more likely to suffer from depression, anxiety and lower life satisfaction during the pandemic period than any other age group. After the onset of Covid-19, lack of opportunities, lack of interpersonal contact and lack of adequate support confirmed a significant increase in mental health problems among young adults compared to pre-pandemic levels (Preetz et al., 2021). Lockdown periods have led to offices and schools being closed and reorganized through smart working and distance learning (Armocida et al., 2020; Flaxman et al., 2020). The inability to travel and the uncertainty associated with the pandemic have prevented one of the most formative experiences for young adults transitioning into the workforce: the experience of studying abroad. In fact, international mobility offers the opportunity to grow on a social-emotional and relational level and to develop the awareness of being active subjects in national and international communities (Llurda et al., 2016; Martìnez-Usarralde et al., 2017). Mobility fosters the ability to challenge and adapt oneself by developing social-emotional and creative skills such as self-regulation, critical thinking and problem solving (Van Mol, 2018). These are the transversal skills that emerge through contact with another culture. Curiosity and a desire for entrepreneurship are essential elements of European citizenship that young people can cultivate through international mobility experiences. It is important to encourage the resumption of these experiences in the current post-pandemic period, as a return to normality takes place across Europe. Based on these theoretical premises, the VAMOS project was created to monitor the well-being of students who will continue their education abroad during an Erasmus mobility stay at the Universities of Turin and Zaragoza of the UNITA consortium. As part of the VAMOS project, this study is aimed at 40 Spanish students (average age 22, 77 percent female), 15 of whom chose Italy for their international Erasmus mobility. The study describes a series of variables related to the Erasmus study and experience (course of study, language skills, previous experience of international mobility, motivation) and focuses on resources (self-efficacy, problem solving and soft skills) and weaknesses (anxiety, depression and stress) to look for possible differences between those who chose Italy as their university for Erasmus mobility and those who did not. Based on this preliminary data from the VAMOS project, we are beginning to learn more about incoming students in international mobility projects. A better knowledge of their characteristics will make it possible to develop admission and study programs that are increasingly tailored to the needs of young adults who want to consolidate their European citizenship through Erasmus.

In France, recent public management reforms in higher education have led to significant changes in the regulation of educational institutions. These reforms have given universities greater freedom to define their objectives (Musselin, 2022). Among these objectives is the promotion of student success, highlighted by Michaut (2023) as having an individual dimension that goes beyond mere academic success and, emphasising transitions outside institutional norms and expectations. From this point of view, one third of new baccalaureate holders enrolling for a Bachelor's degree in 2021 (Klipfel, 2023) will be transferred, either by changing stream or course during their studies. This process highlights the trend towards individualisation of higher education pathways, contributing to normalising atypical career paths (Charles and Delès, 2018). Faced with this reality, questions are being asked about the conditions and management of these reorientations by educational institutions to support students in their study choices. The aim of this paper is to examine the practices and representations of those involved in supporting students undergoing reorientation at university. What are the ways in which support is provided for transfer students at university?

A qualitative survey was carried out with 50 professionals involved in the student reorientation process, particularly for newcomers (course managers, guidance professionals, staff from the rector's office and the regional authority, associations, etc.). The interviews were analysed thematically and processed using textual data processing software. The approach presented is based on a comprehensive approach to qualitative research.

The results show that there is a gap between what is prescribed by the institution and what is actually practised in terms of supporting students when they change direction, with variations depending on the disciplinary culture. The study highlights the importance of informal relationships between teachers and students, particularly when the latter are questioning their choice of direction. Remedial measures, designed as a tool to help these students, are seen as solutions for those students who are furthest removed from institutional expectations. The diversity of the players involved in reorientation has led to the development of a typology distinguishing between procedural players, methodical and rational players, players sensitive to individual needs and players focused on academic success.

These informal exchanges between students and tutors reveal a resistance to traditional logics, illustrating the complex interweaving between the regulation of organisational changes at university level and autonomous regulation by the players. On the one hand, our results suggest a form of devolution of support for reorientation, shifting the focus from the inter-individual relationship to the functioning of the system. On the other hand, it would be appropriate to shift the objectives beyond academic success by focusing on the development of career paths, to embrace the construction of a space of shared meaning between the players, characterised by shared frames of reference. This mode of operation defines new spaces for exchange that make possible the model of the university as an 'integrated' player in society (Zapp, Marques, Powell, 2021), but which imply recognising the work of the players on the ground.

In contemporary educational landscapes, facilitating access to higher education for foreign citizens represents a crucial endeavour. Such interventions can play a significant role in mitigating segregation and ethnicization within the labour market, factors that hinder the inclusion pathways of migrant workers. Indeed, recognizing and valuing the cultural and professional capital of foreign citizens is recognized as a pivotal benefit to host societies, yielding advantages for all parts involved. The increasing globalization of educational systems has led to a diverse student population, including long-term foreign residents, asylum seekers, and refugees seeking access to higher education. However, these groups often face significant barriers in navigating admission processes, in obtaining recognition for their foreign qualifications, and in accessing the necessary support services to succeed in their educational trajectories.

This contribution aims to explore strategies and best practices for addressing these barriers and enhancing the accessibility and inclusivity of higher education for foreign citizens. It draws on an exploratory investigation conducted as part of an action research project aimed at identifying and addressing the primary obstacles faced by foreign citizens in the formal recognition of their credentials. Among the different analytical dimensions, the research activity has focused on identifying best practices to facilitate access to universities for foreign citizens, taking into consideration both the specific case of asylum seekers and refugees, and other categories of migrants. Interviews with practitioners and university administrative staff, along with the analysis of training needs expressed by stakeholders and operators dealing with labour inclusion of immigrants across different sectors, form the basis of the collected data informing this contribution.

The key points we intend to discuss include the necessity of comprehensive support programs tailored to address the specific needs of foreign students. We emphasize the need of training activities targeted at services—both public and private—that interact with foreign users, aimed at enhancing the understanding of procedures and operations related to tertiary education access. Then, we insist on the establishment of mentorship and peer support networks to facilitate the dissemination of information about educational access. Finally, we underscore the opportunity for fostering collaborative partnerships among educational institutions, public offices, and non-governmental organizations to promote educational equality and social inclusion.

Ultimately, this paper aims to contribute to the ongoing dialogue on the diversity challenges confronting higher education. We intend to offer practical recommendations for updating educational settings to better accommodate the needs of foreign citizens, ultimately supporting their access to highly qualified educational pathways.

International dialogue among colleagues from different cultures enables personal exposure, emotional communication, and examination of socio-cultural issues while dealing with tensions and misunderstandings and overcoming them. When the dialogue is colored in ethnocultural colors, it allows the participants to express aspects related to cultural, religious, ideological, and ethnic characteristics, consolidate new knowledge, shape social understanding, and be open to behaviors different from what they are familiar with (Museus et al., 2012; Tharp, 2012).

Studies of higher education courses based on the pedagogy of dialogue between culturally diverse groups (Nagda et al., 2011) found that students who attended the courses promoted a deeper understanding of complex issues, increased their ability to interact with others who expressed different views, became familiar with multiple perspectives, and acquired skills for handling intergroup conflict.

This study describes an online academic course that brought together students from different countries and enabled a dialogue that revealed the other's point of view on socio-cultural issues. We had the opportunity to develop intercultural competence without exceeding the limits of the physical structure of the academic institution. The course "Learning Together: Society and Culture" was held for three years and was attended by students from six diverse colleges - religious, national, and cultural - in Israel and students from a large university in the United States. The course was led by a lecturer from Israel and a lecturer from the United States.

This qualitative-interpretive study examined (1) ethnocultural aspects revealed during a course that brought together students from different countries and enabled a dialogue between colleagues that reveals the other's perspective on socio-cultural issues, (2) how ethnocultural dialogue pedagogy helps cultivate competence Intercultural between diverse groups. Eighty-seven colleagues from Israel and the United States participated in the study, and two research tools were documentation and interviews. The study's findings revealed two categories: (1) cultural-national aspects and (2) Ethnic aspects. Research findings help understand the relationship between direct and personal ethnic dialogue regarding culture, nationality, gender, and religion. They demonstrate that peer dialogue significantly impacts fostering intercultural competence, developing social skills, and promoting positive emotional attitudes toward diverse groups. This study also indicates that participants broadened their socio-cultural perspective and formulated an inclusive value concept that expresses openness and holistic observation of various narratives while legitimizing differences in the customs and traditions of each group. The findings have practical implications in shaping pedagogical principles for fostering intercultural competence (Nuryadi et al., 2020; Hjerm et al., 2018; Henry & Sears, 2002).

The research findings can be applied in institutions of higher education in planning and creating a curriculum that exposes students over time to international environments while interacting with peers from other cultures and without going beyond the physical boundaries of the academic institution. Such a curriculum will foster the ability to understand the attitudes of others from different backgrounds and nurture interpersonal communication skills that include active listening, cooperation, dialogue, and coping in conflict situations.

Pre-service teacher training colleges are effective anchors in developing the teacher's professional personality as an educator who knows how to integrate children from different cultures in a multicultural environment. Educating not out of the paternalism of a majority group but from social solidarity, inclusion and acceptance, and prompt equity teaching methods. Pre-service teachers who experience teaching in a multicultural and multilingual environment develop pedagogical competencies to adapt teaching methods to the culture of the learners while demonstrating civic commitment, inclusion, listening, and creativity (Butler & Milley, 2020; Ratnam, 2020).

The study examines the contribution of in-person and distance international learning meetings to strengthening the pedagogical competence to teach in a multicultural, global, and multilingual environment among pre-service teachers with Hebrew as an additional language.

This study presents international meetings between Israeli pre-service teachers and students learning Hebrew as a foreign language at the University of Wisconsin, United States. This collaborative learning enables oral and written communication, sharing, and exposure to another culture. The Israeli pre-service teachers are diverse Hebrew speakers: natives, Russian, French, and Arabs. They consolidate teaching practices through multicultural interaction and personal meetings in natural, authentic, and relevant discourse events. To develop global teaching practices while exposing them to language uses, showing support, a sense of belonging, and tolerance for learning the Hebrew language in diverse contexts (Ogilvie & Fuller, 2016; Parker & Bickmore, 2021).

The study uses a qualitative-interpretive case study method. It permits observing the teaching of Hebrew as a foreign language in a flexible, personal, and adapted distance learning environment meetings between students from Israel and the USA. It also examines the contribution to the strengthened pedagogy abilities of the 22 pre-service teachers at a college of education in Israel. This case study aims to make a broader general claim and examines personal behaviors and social pedagogical approaches (Yin, 2009; Creswell et al., 2018).

The data was collected from 14 learning meetings: recordings, writing lessons documentation, and after-teaching reflection. Also, a semi-structured in-depth interview with 15 pre-service Hebrew teachers as an additional language (Griffin & Care, 2015).

In examining the challenges and activities in the international learning meetings, three themes were created that indicate a communication-based teaching-learning process: (1) from physical, social, religious, and cultural distance to revelations of inclusion, familiarity, and cooperation; (2) changes from a typical lesson structure to a flexible, open, and creative lesson structure; (3) creating adapted pedagogical activities to promote communication in Hebrew.

These educational meetings are a space for students from different cultures who desire collaborative learning while considering differences. Israeli pre-service teachers cultivate pedagogy practices in a global intercultural context, linguistic choices, cultural sensitivity, and teaching based on the equity of students to encourage learning Hebrew in a cultural, social, and religious context. The study's contribution to strengthening pedagogical competence in a global context requires establishing trust and partnership through interpersonal resources, commitment, and investment beyond class time out of a desire to deal with cultural diversity.