This study analyses the development of intercultural and interreligious sensitivity in pre-service teachers on the Early Childhood and Primary Education degrees at the University of Barcelona. Using a mixed approach, the research combines the collection and analysis of quantitative data on a validated self-perception scale and the qualitative perspective of a reflective activity inspired by Deardorff’s storytelling circles. In its quantitative phase, the study involved 290 students, and the results showed medium to elevated levels of self-perceived sensitivity, influenced by factors such as gender and previous intercultural experiences. The qualitative phase involved 84 pre-service teachers and consisted of the shared analysis of a short film on discrimination, highlighting the participants’ capacity for critical reflection and their ability to engage in meaningful dialogue about diversity and inclusion. These results emphasize the importance of integrating intercultural and interreligious training into teaching programmes to prepare future educators for the challenges of increasingly diverse classrooms. The study highlights the transformative role of educators as agents of change in promoting inclusive school environments and highlights the need for innovative pedagogical approaches to develop these competencies.

The growing diversity of today’s societies has generated increasing interest across different subject areas that aim to help make these societies fairer and more inclusive. The constant increase in migrations and the broadening of the concept of diversity and its intersections, together with social challenges and the acceptance of this diversity, mean this issue needs to be dealt with, especially in the educational sphere. This research uses a case study to assess the perception and experience of cultural and religious diversity among young people at a state secondary school in the city of Barcelona, Spain. The case is analyzed through a mixed method, using quantitative data obtained through the exploitation of two scales, and qualitative information gained from a reflective pedagogical activity. The results show that students display attitudes of respect and acceptance of cultural and religious diversity while recognizing discriminatory behavior in the society in which they live. A salient point was that a more positive perception of interculturality and interreligiosity was observed in students from non-Spanish family backgrounds than among those born in the country.

En los últimos años ha habido un importante aumento en la oferta y el interés en cursar estudios de máster debido a diversos factores, como los cambios en el mercado laboral, la demanda de formación continua o la motivación por desarrollarse profesionalmente, entre otros. En un mundo en constante transformación, la inserción laboral de las personas graduadas es un tema relevante para los sistemas educativos. Esta investigación pretende describir y analizar la percepción del alumnado titulado del máster en Psicopedagogía respecto al impacto de los estudios en su inserción laboral. Para ello se realizó una investigación cuantitativa de tipo ex post facto, durante la cual se analizó la percepción del alumnado titulado del máster no presencial en Psicopedagogía en un centro adscrito a la Universidad de Barcelona y se aplicó un cuestionario a una muestra de 199 estudiantes residentes en España y en diversos países de Latinoamérica y el Caribe. Los resultados indican que la principal motivación es el progreso profesional y la mejora de las oportunidades laborales y, en cuanto a la trayectoria y al impacto de la formación, se encontraron diferencias relacionadas con el lugar de residencia del alumnado.

This article addresses the methodological tension between description and interpretation in a phenomenological study on young women's political participation. The researchers explore how this tension influenced decisions about data collection and selection in applied hermeneutic phenomenology. A reflexive, meta-analytic approach is employed to examine research materials—epistemological diaries, team discussions, working documents, and researchers’ accounts—tracing how empirical material was produced and selected. Four distinct stages in the data collection process are identified and reveal how interpretative dilemmas emerged in the formulation of interview scripts, data gathering strategies, and narrative selection. The findings indicated that participants’ descriptions already contain a first level of interpretation, though not always consciously reflective. The discussion highlights the central role of reflexivity in navigating the tension between descriptive fidelity and interpretative depth. The article concludes that this tension is intrinsic to phenomenological inquiry, and that applied hermeneutic phenomenology provides conceptual and practical tools to address it constructively.