Introduction

The role of education in determining the values and principles that shape the character of society is fundamental. This fact is acknowledged by the EU  in numerous policy declaration such as   the Paris Declaration (2015) signed by the 28 EU ministers of education, which establishes as an educational priority in its first objective the acquisition of "civic, social, and intercultural competences, promoting democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship" (EACE, 2016). This declaration is a pivotal statement of the EU in recognizing the need for intercultural competencies for learners to achieve an inclusive European society. The study on teaching common European values (Veugelers et al., 2017) emphasizes the commitment required by the MS in order to teach tolerance and common values that guarantee the sustainability of the EU values  highlighting the fact that “beside Tolerance concepts with more positive attitudes such as appreciation, pluralism, and respectful engagement should be used.( Veugelers et al., 2017)”. Teacher education for the development of intercultural and democratic competences thus is essential and requires teachers who value Human Dignity, Human Rights and acknowledge cultural diversity as an asset. 

Conceptual framework:

Critical thinking is an essential skill for embracing cultural diversity and a key component in the development of intercultural and democratic competences. It is a fundamental tool for fostering intercultural dialogue and social cohesion.. Scholars acknowledge the challenge of reaching a consensual conceptual definition and consequently criteria for assessing the attainment of critical thinking. Following McPeck (1981) Critical thinking can only be properly developed when it is produced in relation to a specific subject or topic and, fundamentally, through the individual’s capacity to elaborate specific questions related to these same situations, thus linking the formulation of questions to the process of reasoning and assessment skills. Brookfield (1987) with his conceptual input contributes to the definition by identifying three key elements for the development of critical thinking: emancipatory learning, dialectical thinking and reflective learning. This author, aligned with Dewey’s definition of Reflexive thought, underlines the dimension of process in the attainment of critical thinking. The second approach represents an opposite perspective and originated in Freire’s critical pedagogy. In this case critical thinking is the origin for social change and transformation (Freire, 1998; Papastephanou and Angeli, 2007; Lim, 2015). However, both Burbules and Berk considered both views to be limited and proposed an expanded notion of criticality (Burbules and Berk, 1999; Barnett, 1997, 2000, 2003). It is worth mentioning Barnett (1997) provides a comprehensive view of critical thinking by placing it at the convergence of three elements: reasoning associated with knowledge, self-reflection centred on the subject, and critical action oriented towards the surrounding world. However, in this study a comprehensive definition is provided very much aligned with the conceptual understating of Criticality. The Intercultural Learning Exchange through Global Education, Networking and Dialogue (ILEAGEND) is a Joint program of the European Union and the Council of Europe which is focused on capacity building of young people through global and intercultural education aiming at developing a more inclusive society. In this context, the IMAGINE project: LEARNING TO LIVE TOGETHER (implemented between 2021-2025) was  conceived. This   seminar integrates intercultural education and non-formal pedagogy principles. More specifically, the IMAGINE seminar engages learners especially with the development of 

The case study methodology stems from the concern for a deep understanding of a single case or several cases in their natural context (e.g., D.B. Bromley, 1986, p. 1). The purpose of in-depth case studies is to provide valuable and complex insights that can lead to new learning beyond what was previously known. The methodology of the case studies, by definition, focuses on understanding the specific and logic of social relations and practices that intersect in the social space that has been defined as a case. The case study offers an interpretation made in the light of a theoretical framework taking into consideration geographic, social, cultural, economic and historical context. However, the focus of the case study is to capture the context and any aspect of the social reality as it is perceived by the social actors involved. For this reason, the main approach of the case study is qualitative and inductive (part of reality to be conceptualised later) and, therefore, it is important to emphasise the idiosyncratic aspects related to the particularity of the practice that is being analysed General objective Identify the innovation, transferability and educational impact dimensions in the IMAGINE project in relation to the development of Criticality and sense of belonging among the participants. The main research question of this case study explores What kind of innovative practices related to the non-formal and critical pedagogy contribute to the development of Criticality and IDC development in initial teacher education . In this sense it explores also Which innovative practices within culturally diverse contexts have overcome known obstacles and barriers for criticality development and how it fosters shared sense of EU values Specific objectives: 1.To identify the cognitive and emotional process that permits pre-service teachers to engage in critical thinking and develop knowledge that fosters criticality 2.To explore how can non-formal education engage `Preservice teachers in meaningful learning leading to non-racialized understanding of identity 4.To demonstrate the role of non-formal education and pedagogical approach enhances the development of IDC This case study applies in depth interviews , focal groups and content analysis of written evidence in order to establish the efficacy, transferability and sustainability of the Imagine project .Furthermore, as an educational innovative proposal, sustained conceptually by the INNO4DIV research study ( 2019-2023), this intervention focuses on the application of an assessment of non-formal education pedagogy and methodological approaches in relation to the development criticality.

Bonding as a group: The bonds established among the participants was extraordinary. This fact is partially due to the selection process of candidate. The organizing team was very careful to choose participants who demonstrate a prior commitment to social justice issues and required a recommendation letter regarding their social and interpersonal skills and experience. Organizers also assured a gender and aged balance in order to facilitate a healthy and balanced groups dynamic. All participants thus shared a respectful and inclusive vision of the world, and their dialogue served as a way of feeding each other. From each new contribution, many others emerged. Non formal pedagogy and the creation of shared values The facilitators created a safe a non-judgmental space for continuance dialogue a fact which encouraged the participation of all and made them feel empowered. Participants were excited about the seminar and expressed their eagerness to continue to grow together and to consolidate the project and the network. They realized how much they have in common Sustainability and the creation of young interculturalist youth network: This seminar has been the departure point for the consolidating an intercultural youth network which is committed to enhance cultural diversity and to minimize prejudice and discrimination. At the end of the seminar participants were given time to propose ideas and to establish thematic subgroups for the implementation of social justice and Global education related initiatives. Participants expressed their commitment and interest in caring out activities and maintain their engagement with the network. Motivation and participation were evident during the workshops and the conclusive final proposals gave indications that the impact in long-term is going to be as expected

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