Migration is a topic that we can find in all ages, reaching a global level in all human life’s spheres. Current scientific literature has demonstrated the transcending of investigating all factors that concern to migratory flows and, with this study, which belongs to a doctoral thesis, we try to contribute to a deeper analysis from an academic perspective. The main purpose of this research is to visualize the existing controversy between migrations in Spain and the study programs that can be found in the official degrees of the Spanish Universities. As a starting point -taking into consideration universities and the topics developed in the different knowledge areas-, a way of cataloging the complexity of the themes found, their transcendence, their distribution and their purpose will be determined.

Thus, it must be contemplated the continuous incorporation in official qualifications of students from different cultures as a consequence of migrations in Spain, because this makes an increasing amount of students from diverse cultures in Spanish universities and other educational institutions who have to live together, adding richness to the rise of this interculturalisation process. This is confirmed, for example, by the Instituto de  Estadística y  Cartografía  de  Andalucía  (2020),  when it says that, in the last decades, many immigrant students have joined the Spanish educational system and, therefore, the increase in interculturality has triggered an increase in specific training in all sectors of the educational community.

This concern has been taken into consideration for years by some authors as Popkewitz et al. (1986), who considered the problem of social inequalities as a target for research and for educational policies, resulted in a growth of far-reaching reforms. In the same way, Puig (1995, p. 75) reflexed that “our eyes will never be able to capture a monocultural landscape. Diversity in ways of life and cultures will be our life’s scenario forever”. Grañeras et al.  (1998)  reported that, due to the massive presence of immigrants in our classrooms from 90’s until now, the interest for research, and the number of studies about intercultural education, grow in Spain. In this sense,  García, Granados, and García-Cano (2000) remark that “(...) the increment of immigrants’ massive flow in the last years,  has supposed a hardly approachable challenge for schools now, because of the lack of resources but, mainly caused by the poor teachers’ specific training in this area” (p. 46).  Apropos the relationship of this migratory flow with the educational centres, Bueno (2008, p. 64), says that "school is the fundamental instrument for this integration labour, in addition of being the main facilitator in this transit from one culture to another". Etxeberría y Elósegui (2010), about the relationship between the student’s integration process in our system, talked that exist a series of troubles and obstacles, such as the growing concentration of these students in public schools, the difficulties in learning the host language or languages, the loss of the language of origin, lower performance than natives in standardized tests, certain social rejection, etc.

As can be seen, over the years, interculturality in official degrees has been visualised through scientific literature. Based on this, this study deepens the basic foundations of Intercultural Education in official degrees, principles that revolve around the following areas of knowledge: Pedagogy, Sociology, Philosophy, Anthropology, Psychology and Law.

The main objective we set in this research was to know and analyse the compulsory university education about migration and interculturality in social sciences, and more specifically, in education degrees in Spain. Likewise, we start from a universe that includes an analysis of all the study plans and academic guides of the degrees related to the field of Social and Human Sciences in public and private universities of Spain, to determine the mention of intercultural education during the academic year 2019/2020. A template was designed to recover the key information from the academic guides and study plans (table 1). Table 1. Information registry sheet. University Career (degree/master) Subjects Frequency of appearance of key descriptors (in blocks of objectives, content or skills) This is an ad hoc observation registry and it was made as the starting instrument to organise the information by locating, in the reference texts, those terms that are related to what Intercultural Education implies. Concretely: migrations, intercultural education, culture, multicultural, intercultural, emigration, migratory balance, acculturation, transculturation, ethnocentrism, human rights, ethnography, identity, social stratification, cultural diversity, ethic, intercultural mediation, anthropology. This research was developed along the course 2019/20 and it analytic character makes that it can be developed in a longitudinal way, but bounding the period of study to an academic course to avoid modifications in the academic guides or plans. It is a non-interactive procedure, in which the documentary analysis is carried out through a visit to the websites of the Spanish Universities and the corresponding virtual spaces that record the official bachelor's and master's degrees and reference material (study plans and teaching guides). Once the documents that are going to be analysed were found, the second step is making a selective search in them through the key descriptors before mentioned. Based on the appearance of these concepts and assuming the criterion of information saturation, decisions are made about whether a document contains enough information to classify it as favorable to Intercultural Education (IE in advance). After the optimal documents are identified and subsequently the information derived from this first analysis filter has been sequenced, they are downloaded and stored to continue with their in-depth analysis. The following step consists of the information treatment using the MAXQDA v.10 software where a system of categories is established according to the different branches of the scientific knowledge in Social Sciences and their corresponding codes.

Teaching in IE has been changing with the appearance of new official Bachelor's and Master's degrees. These were gradually introduced in studies about migrations, so much so that, for a few years, there are more specialized subjects that focus on IE. On the one hand, Universities websites help us to easily consult and locate information on teaching guides and a series of their particular characteristics (objectives, contents, competences...) and also, with a certain predilection for the teaching of a pedagogical nature as a major attraction. On the other hand, in each degree some subjects are prioritised according to a determined profession, becoming this in a handicap when students have to choose a type of subjects or others. For all of these reasons, a series of improvement proposals are listed: - Official Titles: focusing more on subjects related IE in Bachelor’s degrees because Masters degrees already exist and they pay specific attention to this topic so, it is convenient giving more credits to general education in order to compensate it with more specialised ones. - Universities: to increase teachings about IE in those provinces with a positive migratory balance. - Teaching Guides: it is useful to reflect each of the sections as they appear, but they lack specific details about IE, unless the name of the subject specifies it. - IE degrees: it is advisable to promote the introduction of more subjects about this topic in order to work with cultural diversity in all dimensions of society as richness. Finally, the principles and practices associated with a traditional approach of education remain to be something remarkable in curricula; this is motivated by incorporating different basic subjects (after the arrival of the EHEA), whose contents accentuate the discrepancy in students' opinions when assessing the significance of the existing teaching and learning processes.

Bueno, J.J. (2008). Nuevos retos, nuevas perspectivas para la Educación multicultural. Revista Educación Inclusiva, 1, 59-76. Retrieved from: https://n9.cl/8ij2i Etxeberría, F. y Elósegui, C. (2010). Integración del alumnado inmigrante: obstáculos y propuestas. Revista Española de Educación Comparada, 16, 235-263. Retrieved from: https://n9.cl/rl7i7 García, F. J., Granados, A., y García-Cano, M. (2000). Interculturalidad y Educación en los noventa: un análisis crítico. Junta de Andalucía. Consejería de Educación y Ciencia. González-Falcón, I. (2006). Formación del profesorado, inmigración e interculturalidad. Reflexiones desde la escuela. El Guiniguada, 15-16, 95-108. Retrieved from: https://n9.cl/bmthy Grañeras, M., Lamelas, R., Segalerva, A., Vázquez, E., Gordo, J.L. y Molinuevo, J. (1998). La investigación sobre Educación Intercultural. En M. Grañeras, R. Lamelas, A. Segalerva, E. Vázquez, J. L. Gordo y J. Molinuevo (Eds.). Catorce años de investigación sobre las desigualdades sociales en España (pp. 111-150). CIDE. Junta de Andalucía (2020). Estadística de variaciones residenciales. Instituto de Estadística y Cartografía de Andalucía. https://cutt.ly/KtiD9vP Popkewitz, T.S., Pitman, A. y Barry, A. (1986). Educational reform and its millennial quality: the 1980s. Journal of Curriculum Studies, 18(3), 267-283. https://doi.org/10.1080/0022027860180304 Puig, J. M. (1995). La educación moral en la enseñanza obligatoria. Horsori Editoral.