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    Schlagworte: competencies for belonging; constructivist learning; creating inclusive classrooms; cross-cultural competencies; cultural agility; curriculum innovation; Deardorff's model; Deardorff's models; diversity; embracing cultural diversity; entrepreneurial learning; entrepreneurship education; equipping student teachers; equity; essentiality; excursions; first-generation students; first-year student teachers; Foundation Phase; foundational knowledge; higher education; inclusivity; innovative curriculum design; intercultural communication competence; intercultural competence; intercultural interactions; learning and cultural agility programme; lived experience; normality and positivity; opportunities to belong; positivity; pre-service teachers; programme development; reflective thinking; self-directed learning; sense of belonging; social connectedness; student teacher training; student teachers; teacher education; teacher preparation; trauma-informed teaching; virtual excursions; work-integrated learning; work-integrated learning (WIL); work-integrated learning excursion; thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy

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