Intercultural education has become a central priority for education systems worldwide as classrooms grow increasingly culturally and linguistically diverse. However, many teachers and school leaders continue to feel insufficiently prepared to implement effective inclusive and intercultural practices in their teaching, particularly in the context of Slovenia. This article examines the current state of intercultural education in Slovenia and presents an intercultural education model designed to provide teachers with concrete support for the inclusion of migrant pupils. By analysing recent changes in educational legislation and regulations that directly affect the inclusion of immigrant students, the paper highlights both progress and remaining gaps within the Slovenian context. A particular focus is placed on the role of mother tongue and culture lessons for migrant children, which the authors argue are not only important for linguistic development but also serve as valuable opportunities for fostering intercultural dialogue and enhancing intercultural competencies among all students, educators, and parents. Although the number of schools offering such language and culture lessons is gradually increasing, the range of languages available remains limited, indicating a need for broader systemic support.

Findings from this study show that many teachers do not feel competent in addressing the needs of culturally and linguistically diverse classrooms. To respond to this challenge, the article’s proposed intercultural model actively involves multiple stakeholders - including teachers, students, parents, migrant communities, and local organisations - in the educational process. The model emphasises collaborative engagement, shared responsibility, and systemic solutions that support not only individual teacher development but also whole-school approaches to inclusion. While rooted in the Slovenian educational landscape, the holistic model presented offers potential applicability in other national contexts seeking to strengthen intercultural education and inclusive practice.