This research, focused on the development of teaching competencies for intercultural teaching in virtual environments, had the general objective of investigating the training needs of teachers with the purpose of contributing to an effective pedagogical framework for distance education. A mixed research approach was adopted, combining qualitative and quantitative methods, and the sample consisted of 20 university professors from Sao Paulo, Brazil, who teach in virtual environments. The selected population represented various disciplines and educational levels in higher education. Semi-structured virtual interviews and surveys with closed-ended questions in Likert format were used for data collection. Key findings revealed the demand for continuous training in intercultural competencies and emerging technologies by teachers. The importance of technological integration was highlighted, alt...

Objective: To examine second-year Pedagogy students' perceptions of interculturality and sustainability in their academic programs at a public university in São Paulo, Brazil. Methods: A quantitative, descriptive, non-experimental, and cross-sectional approach was used. The population consisted of 300 students, from which a sample of 100 was drawn. A structured questionnaire based on a 5-point Likert scale was used to collect data on students’ perceptions regarding the integration of these topics into their education. Results: Students perceive the inclusion of interculturality in the curriculum positively, highlighting its role in fostering cultural understanding and respect. Regarding sustainability, although its presence in courses is acknowledged, perceptions of its integration were less consistent. Integrating both topics significantly enhances students' personal and academic dev...

In the contemporary educational landscape, the implementation of intercultural collaborative projects in virtual settings presents both challenges and opportunities. This article explores these intricacies from the perspective of educators, investigating the epistemological, ontological, and axiological dimensions associated with intercultural interaction in virtual contexts. Epistemologically, the study examines how knowledge is constructed and shared in virtual intercultural environments, taking into account diverse learning modalities across cultures. Ontologically, it explores cultural conceptions of reality and perspectives influencing online collaboration. Axiologically, the analysis delves into the impact of cultural values on decision-making and conflict resolution. Utilizing a mixed-methods approach, data is collected from university educators in Sao Paulo, Brazil. Results indic...