The project Bridge is co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the Servicio Espanol para la Internacionalizacion de la Educacion (SEPIE). Neither the European Union nor the National Agency SEPIE can be held responsible for them. -- Number: 2025-1-ES01-KA220-HED-000359236 --
The BRIDGE Digital Museum brings together good practices, educational proposals and images that inspire reflection and action
Social Challenges
Analyse social challenges to intercultural dialogue, social inclusion and democratic cohesion
Good Practices
Discover experiences that generate social impact
Educational Space
Access teaching guides, activities and materials for the classroom
Documentary Photography
Explore the social challenges in a visual, reflective and educational way
BRIDGE Main Challenge: A.4. Fragmented management of cultural diversity and weak institutionalisation of intercultural dialogue
Teacher education often treats intercultural learning as an optional or mobility-based experience rather than a regular part of curricula and institutional practice. This creates unequal access to international learning and leaves responsibility for cultural diversity fragmented across individual courses, staff members and international offices.
DITE develops an Internationalisation at Home model for teacher education. It combines diagnosis, staff training, locally adapted learning activities, impact assessment, a transferable institutional model and a European network. The approach helps universities embed intercultural and global learning in regular teacher education rather than relying mainly on physical mobility.
DITE – Diverse Internationalisation of Teacher Education is an Erasmus+ project that develops a transferable Internationalisation at Home model for teacher education. Through diagnosis, train-the-trainer activities, local training, impact assessment and a reflective institutional model, it helps universities integrate international, intercultural and inclusive dimensions into curricula, staff development and cooperation with schools.
Future teachers increasingly work in multilingual and culturally diverse classrooms, yet international and intercultural learning in teacher education is often fragmented and dependent on mobility or isolated initiatives. Students unable to travel may therefore receive fewer opportunities to develop intercultural competences, while institutions lack shared responsibility for embedding diversity in regular curricula and staff development.
Teacher education shapes how future teachers respond to diversity in schools. Making intercultural learning part of the normal study pathway improves equal access to international learning and helps institutions prepare teachers for culturally diverse classrooms rather than limiting internationalisation to a mobile minority.
DITE addresses Challenge A.4 by moving intercultural dialogue from optional projects and international offices into curricula, staff training and institutional cooperation. Its model distributes responsibility across teacher educators, programme teams, internationalisation units, students, schools and external partners.
DITE begins with comparative diagnosis, then develops a trainer’s manual and locally adapted training materials. A blended train-the-trainer programme is followed by in-house training and pre-, post- and follow-up evaluation. The findings are consolidated in the DITE Model, repository and network, creating a pathway from diagnosis to training, evidence and institutional transfer.
PR3 Local In-House Training Manuals (DITE)
Teaching guide
PR3 Local Training Manuals. Locally adapted materials used by participating institutions to implement in-house training for teacher education students and academic staff in their own linguistic and institutional contexts.
Teaching staff, Students, Professionals