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Un individu se construit en interaction avec son environnement. La société française présente une pluriculturalité venant interroger notamment la transmission des normes et des valeurs à l’École. Cette dernière est investie d’une fonction sociale visant l’émancipation et la cohésion des personnes dans la société. Les politiques éducatives françaises tournées vers l’homogénéisation des traits culturels créent des débats vifs quant au partage d’un même espace-temps. Par conséquent, le développement de compétences socio-citoyennes et interculturelles à travers les enseignements artistiques pourrait ainsi être pensé comme un outil favorisant l’unité sociale. Cet article pose quelques préalables conceptuels à l’axe « Le développement de compétences transformatives à travers l’apprentissage des et par les arts ». La méthodologie réside en une analyse comparative de différents textes institutionnels français afin d’étudier la pertinence des enseignements artistiques dans une perspective interculturelle.

Cette étude explicite les liens qu’il est possible de faire entre l’EAC et les notions de laïcité, de diversité culturelle, et de pluriculturalité par le développement des trois compétences transformatives retenues. Si l’enseignement de la laïcité dans les pratiques scolaires doit être requestionné c’est parce qu’il semble que la définition que nous lui accordons au sein de l’école républicaine ne soit pas assez démocratique. Sans remettre en question le primat de la neutralité de l’école, laissant les croyances de chacun à distance, il ne semble plus possible de les ignorer. Pour les comprendre, l’étude des arts, de leurs pratiques et des lieux où ils se vivent, incite à l’ouverture aux autres, au monde et à la réflexion sur sa place dans la société. Elle pourrait donc servir de medium pour une éducation interculturelle puisqu’elle permet l’apprentissage d’un «vivre-ensemble» et le «changement du regard sur l’Autre» par le biais des capacités de dialogue entre élèves porteurs de cultures différentes.

Après une introduction centrée sur la recherche participative impliquant des enfants, son intérêt et quelques exemples d’initiatives allant dans ce sens, l’objectif de cet article est de présenter le comité participatif d’enfants et de jeunes que les auteurs ont constitué au sein de son Université (sa composition, ses modalités de fonctionnement et une synthèse des trois premières réunions). La participation active des dix membres du comité, 6 filles et 4 garçons âgés de 6 à 17 ans, a permis non seulement d’améliorer le principal outil méthodologique utilisé dans une étude sur le vécu scolaire des collégiens à haut potentiel intellectuel, mais également de définir une thématique sur laquelle les chercheurs devraient travailler en priorité afin d’améliorer le bien-être des enfants et des jeunes, selon leur point de vue. Pour finir, la portée de cette initiative, ses limites et la poursuite des travaux engagés sont abordés dans la discussion.

La mise en place d’un comité participatif d’enfants et de jeunes constitue à la fois une opportunité et un challenge. Cette initiative a permis de rendre des enfants acteurs de plusieurs étapes de la recherche sur des sujets qui les concernent. La synthèse du travail réalisé par les membres de ce comité montre non seulement que cette démarche est possible, mais également que les enfants semblent y trouver un véritable intérêt non seulement pour eux-mêmes, mais également pour l’ensemble des enfants et des jeunes. Ils sont enthousiastes à l’idée de partager leurs opinions avec des adultes désireux de les écouter et de prendre en compte leur point de vue.

La compétence interculturelle fait référence à l’ensemble des connaissances, des aptitudes, des mentalités et des comportements qui permettent aux personnes et aux organisations d’agir de manière adaptée sur le plan interculturel. Par conséquent, la compétence interculturelle n’est pas un concept unique, mais un large éventail de compétences qui, lorsqu’elles sont réunies, permettent de mener une action proactive pour garantir un environnement interculturel sain.

Alors que la compétence interculturelle se développe sur une base individuelle, l’organisation d’une formation à la compétence interculturelle pour les décideur·euse·s, le personnel de la fonction publique et les autres parties prenantes concernées permet d’appliquer un prisme interculturel aux politiques et activités publiques, favorisant ainsi une culture plus inclusive. La compétence interculturelle devrait donc être étendue à toutes les organisations.

Ce manuel sur la conception de formations à la compétence interculturelle a été élaboré par le Comité d’experts sur l’intégration interculturelle des migrants (ADI-INT) et adopté par le Comité directeur sur l’anti-discrimination, la diversité et l’inclusion (CDADI) le 29 novembre 2022.

Le manuel comporte une description des principales caractéristiques de la compétence interculturelle, suivie de sept concepts essentiels à la réussite des stratégies d’intégration interculturelle lancées par les pouvoirs publics. Pour une consultation plus aisée, il se divise en deux parties. La première porte sur les principes clés du modèle d’intégration interculturelle du Conseil de l’Europe, avec des informations sur l’égalité réelle, la valorisation de la diversité, l’interaction interculturelle significative et la citoyenneté et la participation actives. La seconde partie traite des concepts associés au modèle d’intégration interculturelle, avec des informations sur les préjugés, la discrimination et la communication inclusive.

Conflict, environment and climate crises are increasingly interacting, resulting in deepened inequalities and vulnerabilities of women, LGBTQI+ and other marginalised groups, alongside exploitation and degradation of the planet. Women’s rights organisations have long demonstrated how gender equality is essential to sustainable peace and climate resilience. While they work to respond to the impact of armed conflict, they are also at the forefront of defending land, biodiversity, and the environment. Their leadership is critical not only for mitigating environmental and climate crises but also for shaping inclusive and equitable systems that prioritise care, justice, and sustainability. While women’s rights organisations have seen these connections for years, an evidence base for these connections is only now beginning to build.

Feminist movements are increasingly bridging silos, linking women’s rights and environmental activism, strategising together, and generating the gendered data missing from climate discourse. At policy level, actors such as the European Centre for Development Policy Management and the Women and Gender Constituency of the UNFCCC, are highlighting the gendered impacts of climate change and conflict and the need for gender- sensitive climate finance, particularly in international negotiations like the COP.3 The efforts are too few. The urgency to build peaceful, sustainable, and just societies has never been greater, and it cannot be achieved if women, in all their diversities, remain sidelined.

For 30 years, The Kvinna till Kvinna Foundation has worked alongside women’s rights organisations on the frontlines of these crises, supporting their efforts for peace, justice and equality.

This brief examines how the Women, Peace and Security agenda can help address the interlinked challenges of climate, environment and conflict.

Climate change. Urbanisation. Economic uncertainty. Segregation. Aging populations. Political tensions.

The challenges facing municipalities across the Baltic Sea Region are complex, interconnected, and demand more than traditional policy responses. They require collective action, citizen engagement, and new forms of collaboration.

What if the answer has been in our communities all along?

The Untapped Potential of Culture
In most municipalities, the cultural and creative sector remains siloed within culture departments – valued for festivals and programming, occasionally contracted for communication projects, but rarely engaged to address the deeper social, spatial, and organisational challenges cities face.

Yet artists, cultural workers, and creative practitioners possess exactly the skills needed to build social resilience: facilitating dialogue, creating spaces for belonging, fostering trust, and engaging citizens in co-creating solutions to shared challenges.

Produced by Creative Insights Studio, the publication explains how towns and cities can work systematically with local cultural actors—artists, organisations, community groups—to address social challenges such as declining participation, fragmentation, and lack of trust.

The core of the toolkit is a five-phase process that guides municipalities from preparation to implementation:

Assess local conditions and map the cultural ecosystem.

Identify suitable cultural partners.

Co-design a pilot with community involvement.

Implement and monitor the activities.

Evaluate results and plan next steps.

The message is straightforward: culture is a practical tool for community engagement, not an add-on. Cultural practices help bring people together, create shared experiences, and strengthen a sense of belonging—key elements of social resilience.

Who Is This For?
- Municipal leaders and decision-makers seeking to integrate culture into resilience strategies
- Cultural officers and planners responsible for cultural development
- Creative and cultural sector practitioners interested in partnering with municipalities

The article “AI literacy: concepts, approaches and open questions” by Michal Černý offers a systematic conceptualisation of AI literacy as an emerging form of literacy shaped by the rapid development and societal diffusion of artificial intelligence systems. Situated within broader debates on digital competence and educational transformation, the study examines how AI literacy responds to the growing presence of AI in education, the labour market, and everyday life.

The paper begins by clarifying the concept of artificial intelligence, distinguishing between philosophical, technical, and functional definitions. It adopts a pragmatic understanding of AI as a non-deterministic algorithm employing machine learning to solve specific classes of problems. Against this conceptual backdrop, AI literacy is introduced as a necessary competency enabling individuals to navigate, evaluate, and meaningfully engage with AI-driven environments.

Through a critical review of international scholarship and policy documents, the study identifies several dominant approaches to AI literacy. These include: (1) conceptual understanding of AI principles, data structures, and algorithmic logic; (2) practical ability to use AI tools effectively in professional and educational contexts; (3) skills related to programming, designing, or developing AI systems; and (4) ethical and societal reflection on the implications of AI technologies. The article discusses influential frameworks that integrate these dimensions while also acknowledging culturally responsive and future-oriented perspectives.

In conclusion, the study highlights a fundamental tension between concept-oriented and skill-oriented models of AI literacy and raises open questions regarding its relationship to digital and information literacy frameworks. Although still a relatively young and evolving research field, AI literacy is presented as a strategically significant educational priority requiring further theoretical clarification, curricular integration, and sustained empirical investigation across diverse contexts.

This doctoral dissertation critically examines the integration of immigrants in Maribor, Slovenia, based on a decade of anthropological fieldwork (2015–2025) using participant observation and semi-structured interviews. The study includes diverse groups, such as refugees, labour and economic migrants, and so-called “love migrants.” Emphasizing an emic perspective, the research foregrounds immigrants’ lived experiences and interpretations of integration, providing insights essential for context-sensitive policy development.

The dissertation is divided into two sections: a theoretical framework, which reviews migration, integration, acculturation, assimilation, and segregation, and an empirical analysis presenting original data. Nine ethnographic vignettes illustrate individual migration trajectories and integration experiences. Analysis focuses on six dimensions: socio-cultural, linguistic, economic, psychological, legal-political, and ethnic integration, highlighting persistent challenges in each domain.

Key findings reveal that immigrants face significant linguistic barriers due to the structural complexity of Slovenian, limited access to language courses, and scarce opportunities for practice. Economic integration is hindered by underemployment, low wages, and exploitation, while socio-cultural integration suffers from restricted social networks, limited interaction with Slovenians, and inadequate information access. Housing difficulties and reliance on NGOs for support further compound challenges. Participants consistently report experiences of discrimination and both cultural and biological racism, affecting employment, education, and everyday social interactions.

Despite these obstacles, immigrants express a strong desire to integrate while retaining their cultural identity. They view integration as inclusion rather than assimilation, emphasizing the importance of direct contact with the local population. Psychological impacts of marginalization, including depression and long-term distress, are widespread. The dissertation concludes with policy recommendations aimed at facilitating intercultural contact, improving access to language instruction and social services, and addressing structural barriers to promote meaningful, inclusive integration in Maribor.

Today, entrepreneurship and entrepreneurial activity plays a key role in economic growth and job creation, especially among young people. Youth entrepreneurship is an important factor in encouraging employment, as young entrepreneurs bring innovation and fresh ideas to the economic world. Young people are increasingly taking the entrepreneurial route as it offers them a more flexible form of employment. When we discuss youth entrepreneurship, we are also referring to inclusive entrepreneurship, which emphasises equal opportunities for all, regardless of socio-economic background, and promotes diversity in the world of entrepreneurship. Youth attitudes towards entrepreneurship and entrepreneurial activity have been improving over the years in Slovenia in a positive direction, as entrepreneurship in general is becoming more and more valued. This is the result of the efforts of policies and organisations that create supportive environments for the development of young entrepreneurs. In this thesis, we present the theoretical aspects of entrepreneurship, entrepreneurial activity and youth entrepreneurship based on data collected so far from surveys such as the Global Entrepreneurship Monitor and the Mladina 2020 survey. In the applied part, we analysed data from the Mladina 2020 survey and compared the results of the general population of young people in Slovenia with the results of a survey conducted among students of the Faculty of Economics and Business. The results showed that students with a background in economics and business are more entrepreneurial or more prone to entrepreneurship than young people in Slovenia. In general, young people in Slovenia are willing to take the risks of an entrepreneurial life and have a positive attitude towards entrepreneurship.

The publication examines the challenges and dynamics of migration and linguistic integration in contemporary societies, with a particular focus on Slovenia. It explores how increasing diversity and the presence of plurilingual individuals are reshaping communication practices and social interactions. The text highlights the central role of language policies in shaping immigrants’ opportunities for integration and in defining the expectations of majority communities regarding language use and communication. It emphasizes that integration is influenced not only by the abilities and willingness of immigrants to acquire the national language but also by political decisions and societal attitudes that determine access to language learning resources.

In Slovenia, recent policy developments have tightened language requirements for immigrants, including mandatory Slovene proficiency for employment, family reunification, and permanent residency. While measures such as increased access to formal and informal Slovene language courses exist, their implementation is often constrained by public procurement processes that prioritize cost over quality. The publication underscores the resulting paradoxes in public and institutional attitudes: while human rights and multilingualism are promoted in principle, restrictive language policies persist in practice. This tension highlights the gap between ideological commitments to inclusion and the real-world experiences of immigrants, some of whom feel marginalized or face discrimination.

The publication also situates Slovenia’s experience within a broader European context, comparing its language integration policies to those of neighboring countries. It explores the multiple dimensions of linguistic integration, from systemic and institutional measures to practical tools for language assessment and classroom approaches. Both immigrants’ and educators’ perspectives are included, illustrating the social, professional, and humanistic aspects of integration. Overall, the publication presents linguistic integration as a complex, multifaceted process shaped by social, political, and institutional factors, emphasizing its essential role in fostering inclusive participation and social cohesion in increasingly diverse communities.