Abstract: Differentiated instruction addresses students’ learning needs in which educators adjust what and how they teach. While it is critical educators are well-versed in understanding and applying differentiated instruction practices, not all teacher preparation programs provide the same interpretation when it comes to differentiation. This study, prompted by a state accreditation visit of one Teacher Preparation Program, focused on developing a shared understanding of what and how differentiation is shared with pre-service teachers. Researchers conducted a questionnaire of educators in various roles examining how participants define, explain, teach, and/or implement differentiated instruction. Overall, findings indicated most participants recognized student learning can differ, and that differentiated instruction can meet student needs; however, levels of understanding differentiation varied. This indicates more work is needed to ensure a consistent understanding of differentiated instruction among educators to effectively apply it in classrooms to best meet student needs.

Abstract: This essay examines the essential integration of human rights education (HRE) and intercultural competence (IC) as foundational principles for fostering more democratic and inclusive education in contemporary multicultural societies. In this context, school education must serve not only as a means of knowledge transfer but also as an effective transformative practice at the heart of social justice, equality, and active citizenship. At the pedagogical level, this paper explores human rights education and intercultural competence alongside experiential learning, which is crucial for developing a deeper understanding of power relations, cultural biases, and the abuse of rights through action-based approaches such as role-playing and service learning. Integrating HRE and intercultural education into curricula enables students to develop democratic principles and values and to adopt a democratic way of life.