Structured intervention improved intercultural competence and reduced prejudice among Arab and Jewish students, suggesting sport's role in education.
Purpose This study examined a structured intervention designed to enhance intercultural competence and intergroup relations among Arab and Jewish students in a physical education teacher education (PETE) program in Israel. Method The 12-week ‘Roaming Course’ included 41 students (14 Arab, 27 Jewish), four study tours in mixed Arab-Jewish cities, and four on-campus sessions. Co-taught by an Arab and a Jewish instructor, the course integrated theoretical instruction, intercultural dialogue, and sport-based activities, drawing on the Contact Hypothesis, the Multi-Dimensional Model of Intercultural Communicative Competence (ICC), and the Sport for Development and Peace (SDP) framework. Qualitative data were collected from students’ reflective journals. Results Findings showed that structured intergroup contact in the PETE framework fostered trust, reduced prejudice, and enhanced intercultural awareness, empathy, and professional identity. Discussion and conclusion The study highlights sport’s role in bridging divides and presents a pedagogical model for higher education institutions promoting intercultural competence in diverse societies.
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Hellerstein et al. (2025) studied this question.
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