Module 25-MIS-S2 Skills and tools for inclusion and interculturality

The portfolio comprises of two parts.

Part 1: Docimological test

• Identification and critical interpretation of discriminatory and anti-discriminatory cultural and educational practices related to cultural, ethnic, linguistic, religious and social affiliations, within diverse educational contexts.
• Application of core concepts, models and theoretical frameworks of intercultural education in order to propose appropriate, context-sensitive and inclusive interventions in concrete educational situations.
• Demonstration of reflective and ethical attitudes, expressed through critical self-examination of one’s own cultural assumptions, values and positionality, as well as openness to and respect for cultural otherness.
• Evidence of the ability to approach educational and instructional contexts through the lens of intercultural values, including equity, inclusion, respect for diversity, dialogue, and social justice.

Part 2: Intercultural portfolio

• Active and informed participation in seminar activities, including discussions, group work, simulations and case analyses, demonstrating openness to multiple cultural perspectives and collaborative engagement.
• Analytical use of intercultural education concepts and frameworks in the examination of case studies, critical incidents and practical scenarios discussed during seminars.
• Development and presentation of inclusive and culturally responsive educational strategies, adapted to diverse learners and intercultural contexts.
• Demonstration of reflective practice, through written or oral reflections evidencing awareness of personal cultural assumptions, biases and professional positioning.
• Ethical and responsible engagement in intercultural learning situations, expressed through respect for diversity, constructive dialogue, and adherence to intercultural and inclusive values.

The portfolio comprises of two parts.

Part 1: Docimological test 1
Assessment of lecture-based activities focuses on the evaluation of theoretical understanding, conceptual clarity, and the ability to critically analyze key concepts related to assistive technologies, inclusive education, and artificial intelligence. Learners are assessed through written examinations, quizzes, and/or assignments that measure comprehension of core principles, legislative frameworks, ethical considerations, and current trends, as well as the ability to apply theoretical knowledge to educational contexts.

Part 2: Docimological test 2
Assessment of practical applications emphasizes the demonstration of applied skills, problem-solving abilities, and the effective integration of technological solutions in inclusive educational scenarios. Evaluation is based on laboratory work, projects, practical exercises, and presentations, with criteria including functionality, accessibility, innovation, adherence to inclusive design principles, documentation quality, and reflection on ethical and usability considerations.

The Portfolio consists of two parts:

Part 1: written assessment

• Demonstrate advanced knowledge of theories and models of organizational culture, inclusive organizations and democratic leadership.
• Explain and critically analyse the relationships between organizational culture, leadership practices, inclusion, participation and wellbeing.
• Analyse organizational contexts using inclusive and democratic frameworks, identifying power relations, norms, values and structural barriers to inclusion.
• Apply ethical reasoning and critical judgement when addressing leadership, authority and decision-making processes in organizations.
• Use appropriate academic language and conceptual frameworks to formulate coherent, well-structured and critically informed written responses.

Part 2: oral assessment

• Actively and consistently engage in seminar activities, including discussions, group work, case analyses and applied exercises related to organizational culture and leadership.
• Apply concepts of inclusive organizational culture and democratic leadership to concrete organizational cases and scenarios.
• Design practical interventions or improvement strategies aimed at fostering inclusive, participatory and ethical organizational environments.
• Demonstrate reflective practice and self-awareness, particularly in relation to leadership roles, power dynamics and professional responsibility.
• Exhibit ethical sensitivity and respect for diversity, equity and participation in seminar interactions and applied tasks.
• Communicate ideas clearly and constructively, contributing to a democratic and inclusive learning environment.

The Portfolio consists of two parts:

Part 1: written assessment

• Demonstrate advanced knowledge of democratic culture concepts, including human rights, democratic values, participation, diversity and inclusion in education.
• Explain and critically analyse the Reference Framework of Competences for Democratic Culture (RFCDC) and its relevance for inclusive educational systems and practices.
• Analyse educational policies, practices or contexts through a democratic and inclusive lens, identifying challenges related to inequality, discrimination and exclusion.
• Use appropriate academic language and conceptual frameworks to formulate coherent, well-structured and critically informed written responses.
• Demonstrate critical judgement and ethical awareness when addressing issues related to democracy, power relations and responsibility in education.

Part 2: oral assessment

• Actively and consistently engage in seminar activities, including discussions, group work, case analyses and applied tasks related to democratic culture and inclusion.
• Apply competences for democratic culture (e.g. critical thinking, empathy, cooperation, dialogue, respect for diversity) to concrete educational situations and case studies.
• Design inclusive educational activities or interventions aimed at fostering democratic participation, dialogue and inclusion.
• Demonstrate reflective practice and self-awareness, particularly in relation to personal values, assumptions and professional responsibility in democratic and inclusive education.
• Exhibit ethical sensitivity and respect for diversity, human dignity and equality in seminar interactions and applied tasks.
• Communicate ideas clearly and constructively, contributing to a democratic learning environment during seminar activities.