Miriam Catalina González-Afonso

In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communities. An exhaustive search of documents was carried out, consulting the Web of Science (WoS), Scopus, and Dialnet databases. After analyzing and applying inclusion and exclusion criteria, 21 documents were identified that showed the structural, cultural, and relational transformation of educational centers and the improvement of their organizational and public response and adaptation to current needs. The challenge of building intercultural educational contexts is a concern for schools and the educational agents who coexist in them.

Intergenerational relationships are becoming increasingly rare. Thus, intergenerational programs are a strategy to establish relationships between generations. This article describes the socio-educational experience of the third edition of the SIMUL Intergenerational Project of the Education Service of the Cabildo Insular de Tenerife and the University of La Laguna, developed virtually during the COVID-19 pandemic. The following questions arise: Can an intergenerational project be developed through virtual meetings? What are the socio-educational experiences gained during the Intergenerational Project (academic year 2020–2021) by young and older participants? The evaluation of the application and development of the project showed high participant satisfaction; however, communication barriers derived from the virtual modality were detected. It could be concluded that while face-to-face modality is more effective for the development of the experience, the virtual approach is only interesting when certain requirements and strategies for the virtualization of intergenerational meetings are met. For these types of programs to be successful from a virtual approach, it is essential to plan spaces for informal encounters that enable knowledge and exchange as a basis for the establishment of intergenerational relationships. A requirement in these virtual meetings is that each participant has his or her own device to participate in these meetings.