Abstract

The development and delivery of academic courses that aim to increase awareness of bilingualism and multilingualism among future educators is a significant challenge when addressing inclusion in higher education. Based on Byram’s model of intercultural communicative competence, this article investigates the extent to which incorporating multicultural teaching experiences and educators’ insights into academic curricula helps undergraduate students—future primary and secondary school teachers—understand and navigate diversity in education. To do so, we designed a screencast-based lesson with extracts of interviews with in-service educators and invited our students (via online questionnaires) (a) to express their attitudes toward student internships, the inclusion of bi-/multilinguals in mainstream schools, and the possible ways to manage linguistic diversity in classrooms and (b) to evaluate the material. More specifically, the lecture screencast used has been developed within an Erasmus+ project framework and includes two parts: one on managing multicultural and multilingual classrooms and the other featuring interviews with educators in these settings. The results from forty-three respondents showed that participants reacted positively to the screencast content, which featured teaching experiences and insights from seasoned educators. This highlights their expressed need for guidance grounded in real-world examples. This aligns with the trend toward inclusive, student-centered teaching methods in higher education, which promote engagement, self-awareness, and independence among students.