Twenty-Fifth International Conference on Diversity in Organizations, Communities & Nations

Abstract

This study explores the practicum component of the Inter-University Master’s Programme of University Patras and University of Nicosia “Intercultural Education and Mediation”, focusing on the role of graduate students as reflective and socially engaged professionals. Grounded in a pedagogical framework that integrates theory, practice, and critical reflection, the practicum empowers students to design and implement differentiated teaching interventions and intercultural mediation initiatives within diverse educational and social contexts. Through a structured process of 750 hours, students engage in five core stages: observation, instructional design (via the CGScholar platform), collaborative participation in teaching or organizational activities, supervised autonomous interventions, and final dissemination of their outcomes. Tools such as Learning by Design, SWOT analysis, the DIEP reflective model, peer review, and World Café discussions scaffold their development into active agents of inclusion and transformation. The practicum highlights the transition from knowledge consumers to knowledge creators and intercultural mediators, positioning students as educators capable of responding effectively to the challenges of diversity in formal, non-formal, and informal learning environments. This paper emphasizes the value of reflective practice as a catalyst for personal and professional growth, and as a key competency in promoting social justice through education.