<< Background >>We applied for this project because educators had not been adequately trained to teach students from diverse cultural and ethnic backgrounds. This was a crucial need to address, as the characteristics of refugee students had changed over time, with many facing challenges such as war trauma. However, educators were not properly prepared to handle these complexities. Through this project, we aimed to provide an educational resource that could support educators and stakeholders working with refugees, helping them develop the necessary skills and strategies to foster inclusion and provide effective support.<< Objectives >>By implementing this project, we wanted to achieve several key objectives. First, we aimed to develop a network of universities and educational entities that would collaborate to create a course on intercultural communication for both formal and non-formal education. Additionally, we sought to design an educational course focused on intercultural competencies. Another important goal was to establish a network of educators who would be equipped to design, develop, and deliver effective intercultural communication plans using social and emotional learning methodologies and coaching techniques. Lastly, we wanted to support both pre-service and in-service educators by strengthening their professional and teaching profiles, as well as improving their job satisfaction, by providing training on managing stressful situations in their daily teaching practice.<< Implementation >>In our project, we implemented a series of activities designed to achieve its objectives effectively. First, we developed five training modules focusing on the enhancement of intercultural competencies. These modules were co-produced by academic partners and relevant organizations in each country and successfully implemented across educational authorities in the partner countries. To ensure the quality and effectiveness of the modules, we carried out co-creation reflections, which played a crucial role in shaping the training content. The evaluation of the training modules further allowed us to assess their impact and refine them accordingly, ensuring they effectively enhanced educators' intercultural competencies. In addition, we conducted research publications, which successfully disseminated the project results to the academic community and contributed to the development of a university network focused on intercultural education. The dissemination strategy was further strengthened by dissemination events and project results, including multiplier events, LTTE (Learning, Teaching, and Training Events), a project website, and social media engagement. These efforts effectively raised awareness among educators, policymakers, and the general public, expanding the project's reach. Furthermore, we carefully managed project coordination activities, including partner meetings, budget allocation for staff involved in module development, and the implementation of multiplier events. These activities played a key role in maintaining smooth collaboration among partners and ensuring the timely delivery of project results. Overall, the activities we implemented led to significant success. They not only resulted in the production of high-quality training materials but also contributed to a shift in educational focus, promoting intercultural education and equipping both current and future educators with the necessary skills to foster inclusive learning environments.<< Results >>Our project successfully produced several concrete outputs and results that contributed to its overall impact. First, we conducted co-creation reflections, which allowed educators to critically assess their beliefs about their intercultural competencies and identify specific needs for further development. These reflections provided valuable insights that guided the design of the training materials. Second, we successfully developed an educational course tailored to multiple stakeholders, including educators, universities, volunteers, advocacy organizations, and education policymakers. This course effectively addressed the need for intercultural competence training and provided practical tools for professionals working in diverse educational environments. Additionally, we produced academic outputs, including conceptual and research articles, conference presentations, and workshops. These scholarly contributions played a crucial role in disseminating the project’s findings to the academic community and fostering discussions on intercultural education. Our dissemination efforts were also highly effective. We utilized modern communication approaches, including social media platforms such as Twitter, Facebook, and Instagram, as well as media clips on YouTube, downloadable materials, and press releases. These strategies ensured that the project's aims, objectives, and deliverables reached a broad audience and engaged educators and policymakers across different regions. Finally, we successfully organized a five-day learning and teaching event, which provided educational entities with practical tools and methodologies to help their members develop intercultural teaching competencies. This event was well-received and served as a crucial step toward promoting inclusive education. Overall, the project successfully contributed to the promotion of life skills education and significantly enhanced the quality of education provided to children and adolescents by equipping educators with the necessary skills to teach in an intercultural environment.