Luis Antonio Huamán Núñez

DOI: 10.59427/rcli/2023/v23cs.2925-2929

Interculturality and mentoring are crucial to promote coexistence and understanding between cultures in the educational field. This study aimed to analyze the role of interculturality in tutoring for school coexistence in secondary institutions. Using the PRISMA methodology, qualitative and quantitative data from various sources are integrated to support the findings. Intercultural mentoring serves as a bridge, facilitating communication and collaboration between students from different backgrounds. More than just culturally integrating, it also impacts on personal development and social skills, fostering empathy and intercultural competences. Despite challenges such as verbal violence, school mediation and accurate assessment are presented as key solutions. In conclusion, highlighting the relevance of intercultural mentoring, this study underlines its ability to strengthen students’ cultural identity and prepare them for an ever-changing multicultural world. Its effective implementation is essential to ensure equal opportunities and quality education, regardless of students’ cultural background.

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