The present research examines the development of competencies in inclusion, social cohesion, and active citizenship among education professionals. It specifically investigates training strategies that promote emotional connection and critical thinking regarding marginalized communities, minority groups, and victims of discrimination and violence. Central to this approach are storytelling and visible thinking strategies, which have been integrated into the educational programs at the Faculty of Education, University of Barcelona, over two academic years through the Stories that Move (StM) framework.

At the Faculty of Education, we acknowledge that a critical component of professional development is equipping students to address emerging societal challenges (UNESCO, 2021). Our initiative aligns with three Sustainable Development Goals (SDGs): SDG 4 (Quality Education), SDG 10 (Reduced Inequality), and SDG 16 (Peace, Justice, and Strong Institutions). The project seeks to cultivate competencies, knowledge, and values through an integrated, experiential, and transformative learning process. A multidisciplinary team of educators from diverse fields has collaboratively developed an interprofessional learning experience that transcends traditional training paradigms to effect meaningful transformation.

Engaging with the narratives of young people through storytelling not only fosters self-awareness but also facilitates visible thinking, thereby promoting metacognitive development. This innovative approach provides new avenues for engaging with the SDGs, enabling students to explore discrimination and social injustice from both global and local perspectives. Storytelling encourages participants to analyze real-life situations, cultivating empathy and deeper understanding. A notable outcome is the phenomenon of resonance (Morgan, 1999), in which individuals form personal connections with stories that lead to broader reflections and generalizations. In parallel, the visible thinking methodology, developed by Project Zero (Ritchhart et al., 2011), structures classroom activities to enhance deep engagement, discussion, and documentation of learning.

Our initiative is highly adaptable, functioning both as an independent pedagogical tool and as a complement to other active learning methodologies. It aligns with key educational trends, including:

a) The development of transversal competencies

b) The encouragement of students as critically conscious agents

c) The promotion of an emancipatory and global perspective on education

d) The strengthening of connections between classroom experiences and real-world contexts

The Stories that Move (StM) resource consists of digital narratives in which young people share personal experiences of discrimination, offering a framework for dialogue and reflection (Aneas et al., 2023; Carmona et al., 2023). The resource addresses multiple forms of discrimination, including antisemitism, Islamophobia, anti-Roma prejudice, homophobia, transphobia, and ableism. It consists of 21 video stories featuring young individuals from diverse backgrounds, all residing in Europe and aged 16 to 27. The accompanying online platform provides interactive activities designed to provoke cognitive conflict and multiple interpretations, encouraging both individual and collective critical analysis. These exercises activate reflective and communicative processes associated with visible thinking (Goodman et al., 2017), while also fostering emotional empathy in a safe environment. Some of the young storytellers have been students at the Faculty of Education, adding further relevance and relatability. The pedagogical principles underpinning Stories that Move include: (1) Development of visible thinking strategies; (2) Storytelling as a means of experiential learning; (3) Self-reflection and personal connection; (4) Fostering critical awareness; (5) Strengthening critical thinking abilities, and (6) Promoting social and emotional learning. At our institution, StM resources have been incorporated into courses across multiple programs, including Pedagogy, Early Childhood Education, Primary Education, and Social Education. Additionally, StM resources have been integrated into different master’s programs such as Research and Education and Socio-Educational Intervention, training future educators with essential professional competencies. To date, a total of 1,613 students at the University of Barcelona have participated in StM-based activities research. The distribution of participants across programs is as follows: Social Education (231 students; 24%), Pedagogy (221 students; 23%), Master’s in Early Childhood Education (125 students; 13%), Master’s in Primary Education (333 students; 35%), and Double Degree in Early Childhood and Primary Education (43 students; 2%)

Our findings indicate that Stories that Move effectively fosters self-reflection, empathy, and intercultural awareness among students. The resource enables learners to re-evaluate personal experiences, engage in substantive dialogue, and appreciate diverse perspectives, thereby strengthening their metacognitive processes (Medina, 2023). These pedagogical strategies promote motivated and engaged learners and contribute to the development of an inclusive, socially conscious educational environment. Student testimonials underscore the reflective potential of storytelling. One participant observed: “Sharing experiences is a powerful reflective process for both the storyteller and the listener. It increases our awareness of the impact of our words, attitudes, and behaviors. By sharing personal feelings, we help others understand how certain comments or actions can be discriminatory. This also enables us to clarify our values and express stronger opposition to injustice.” Another student reflected on the significance of linguistic discrimination: “Sometimes, a comment about someone’s language proficiency may seem harmless. However, for someone who has faced repeated discrimination for not speaking fluently, it can be deeply hurtful. This highlights the importance of normalizing linguistic diversity and recognizing the cumulative impact of microaggressions.” Moreover, incorporating real-life stories enhances students' capacity to engage with emotionally charged issues within a secure and structured framework. This approach is consistent with European Commission recommendations on fostering empathy and conflict resolution skills (Shuali et al., 2022). Consequently, our work directly contributes to the advancement of SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

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