Criteria

Knowledge of the notions and concepts of acceptance of ambiguity and change

Indicators

• Refers to theories, concepts and experiences that relate to ambiguity and change in the activity and when designing the educational approach
• Demonstrates an understanding of their own biases and behaviours when addressing stereotypes

Skill to deal with ambiguity and change

• Avoids using methods which implicitly reinforce stereotypes and discrimination
• Uses appropriate tools and methods to support learners in deconstructing and reconstructing reality (tackling stereotypes, prejudices, assumptions, fake news, misinformation, etc.)
• Works with the notion of change and overcomes resistance within the group of learners

Openness to unexpected issues and to ambiguity within the group and the learning process and learning environment

• Dares to face and deal adequately with ambiguity with regard to the group’s and individuals’ realities
• Raises awareness of this dimension in an intercultural context

Criteria

Knowledge of identity-related mechanisms and theories (with a focus on cultural contexts)

Indicators

• Refers to concepts and theories related to identity
• Understands the link between the educational approach and the realities and needs of the group of learners

Skill to raise identity-related awareness within the group

• Encourages learners to reflect on their own identity and related elements/dimensions

Openness to question and reflect on one’s own identity

• Openly reflects upon their own identity and the dynamic aspect(s) of it
• Reflects on their own identity and sense(s) of belonging and the impact of those on connecting with others

Criteria

Knowledge of the various dimensions of culture and identity

Indicators

• Understands culture as a dynamic and multifaceted process
• Refers to related concepts and theories (in a(n) (inter)cultural context)

Knowledge of how a socio-political environment can shape the understanding of different concepts (such as solidarity or inclusion)

• Understands how a socio-political environment can shape collective and individual understanding of different concepts

Knowledge of the theories and concepts of privilege and power relations

• Refers to mechanisms dealing with power within and between groups
• Acknowledges power and privilege, highlighting the potential for it in acts of solidarity

Ability to stimulate self-reflection and discussion on privilege (in society and in the group)

• Creates an environment and opportunities for self-reflection and discussion around privilege in the group of learners and in society in general
• Facilitates reflection and discussion towards understanding how to use privilege to act in solidarity with others

Skill to work with interrelated dimensions of culture and identity

• Stimulates learners’ reflection on identity and culture from different perspectives

Ability to stimulate learners’ reflection on their in/out-groups and how they impact on feeling-and-acting with others

• Creates opportunities and motivates learners to reflect on their membership of in-groups
• Supports learners in identifying links between their belonging and willingness to feel and act in solidarity

Readiness to confront and be confronted

• Dares to deal with the complexity of culture and its dimensions in the group and/or for the well-being of the learners
• Critically reflects on their values and where they come from and has the courage to reevaluate them

Criteria

Ability to recognise, value and celebrate diverse online cultures, such as makers, gamers, influencers, etc.

Indicators

• Uses and promotes a hands-on approach towards technology in activities, building and creating digital contents, technological objects or constructs (i.e., hardware or software) as a part of the learning process

Skill to moderate and manage online communities

• Is aware of how to respond to online hate speech, cyberbullying or other unwanted online behaviours
• Raises learners’ awareness of how to critically reflect before acting online
• Is able to launch engaging online conversations
• Is able to keep online communities going and to isolate and recognise negative behaviours and toxic content

Criteria

Knowledge of interrelations within a given group

Indicators

• Conceptualises, analyses and synthesises information about or in the group
• Refers to dimensions such as connectivity and complexity between identity, politics, society and history, among others

Knowledge of mechanisms linked to stereotypical constructions of reality

• Understands personal biases and assumptions mechanisms
• Is aware of confirmation bias, bubble theory and other issues that lead to bias, polarisation and stereotypes online 
• Is aware of their own digital identity and the impact it could have on learners

Skill to initiate critical reflection

• Contrasts statements and beliefs
• Recognises and interprets words, emojis, online chat jargon, body language and non-verbal cues in a culturally appropriate manner
• Encourages observation, experience, reflection, reasoning, and communication among learners

Criteria

Knowledge of various approaches towards raising awareness; capitalising on the outcomes for the learners’ benefit

Indicators

• Understands various approaches towards raising awareness and capitalises on the outcomes for the learners’ benefit

Skill to enhance and capitalise the outcomes of an awareness-raising process for the learners’ benefit

• Raises awareness of conflicts within society and how they relate to the intercultural dialogue
• Encourages self-reflection to be an exploration of their own identity and underlying values and deals with the resulting emotional potential
• Encourages the expression of various points of view and is able to deconstruct certain processes

Willingness to support and empower

• Promotes confidence and shows [a framed] flexibility in terms of their cultural and communicative behaviour

Criteria

Knowledge of basic human rights principles and how to work on them through different methods

Indicators

• Refers to the challenges of diversity in a human rights context

Skill to work on human rights through various methods (human rights education-related)

• Uses and/or puts into practice the basics of human rights and human rights education and related methods

Skill to encourage reflection on human rights related issues

• Supports learners’ reflection on issues such as solidarity, social justice, promotion and protection of human rights, discrimination, dignity and equality etc., in relation to the content of the activity

Ability to ensure equity in the learning process

• Is aware of who is included and who not, and uses words and actions to include others

Empathy with people with different values and world views beyond in-groups, bubbles and circles

• Empathises with people with different values and world views, including those who are not in their own in-groups, bubbles and circles