Research needs: Intercultural learning (intercultural competence development) in educational studies, intercultural sensitization for the risks of social exclusion mechanisms, taking into account also autobiographical elements as well as risk factors such as exclusion from living together in a multicultural society such as South Tyrol/Italy, means having to deal with exclusion mechanisms (especially migrants as an added fourth population group in a trilingual multicultural society).

It is necessary to counteract the possible perception of migration as a risk factor and to take into account the principle of Pinto Minerva's (2007) approach to pedagogy, which is per se intercultural. The focus is on an intercultural pedagogy that is not only oriented towards the target group of migrants, but also aims to develop the educational path of all participants.  The detachment from national educational policies, the phenomena of dissolving nation states in globalization and their counter-movements will be discussed, and the new challenges for adequate teacher training will be the subject of research. By including the attitudes, reflections and insights of the students, an innovative debate on the dilemma between universalism (UNESCO principle "equality" e "diversity") and relativism will be conducted.

Aim of the study: Attitudes towards interculturality, assessments of the processes of (im)migration and Europeanization of students on the basis of the questionnaire on the Intercultural Quotient as well as analysis of student learning logbooks within the framework of intercultural learning in order to improve the further development of the study programme; new knowledge on the acquisition of competences on interculturality as well as on attitudes and self-reflection are collected in order to provide information on the identity development of teacher students.

The subject of the study is intercultural learning and the development of competencies of students in BIWI courses of study using the example of the FU Bozen. The study focuses on reflected learning against the background of perceived risks through interculturality.

The study also has a preventive character and focuses on the minimization of exclusion risks in South Tyrolean society through school education and upbringing processes based on teacher training. In this paper we also take up the research of Martine Abdallah-Pretceille, who sees in intercultural education the "opening to the other" as an essential element of any pedagogical practice. 

The study therefore aims at the acquisition of intercultural competences by students - starting from a modular syllabus - on the basis of recruitment surveys and learning logbooks in teacher training, which is flanked by a new study regulation and a reformed study programme regulation. The study is designed to reflect the specific situation of South Tyrol as a multicultural society. Three autochthonous ethnic groups live together, the German language group is a so-called "fragile majority". The majority of them are in a region that represents a minority in the Italian state. This gives rise to specific obligations among the three language groups, which have been supplemented in recent years by a fourth and growing population group through migration. This also presents a new challenge for teacher education, which are examined in this study in order to draw conclusions for university teacher education. Later than in the neighbouring European regions, a high proportion of migrants from all parts of the world has been attracted over the past two decades. This new fourth group in South Tyrol accounts for about nine percent of the total population (cf. ASTAT, 2018, Pokriefke, 2016).

Research methods: attitude survey by questionnaire on interculturality (Intercultural Quotient, Linn van Dyne, E-CQS (Expanded Cultural Intelligence Scale) Used by permission of Cultural Intelligence Center, N=240, quantitative survey; document analysis of learning logbooks - as a pedagogical tool to promote learning process and behaviour of students of educational science parallel to teaching (N=120). For this purpose, a qualitative content analysis of the learning diaries was used, taking into account the dimensions according to Bräuer, G. (2014): thematic level, personal level, emotional level and self-reflection around further categories: Communicative Aspects, Cognitive Aspects, Personal Aspects, Social Aspects;

Expected results: Conclusions about attitudes and learning processes of students in the context of revised study regulations for the further development of teacher education to interculturality in multicultural societies.

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