Inclusive education, diversity, multiculturalism in Religious Education. Teaching models and methodologies and ICT in the Religion course.

Course Information
TitleΣυμπερίληψη, συνεκπαίδευση, διαφορετικότητα, πολυπολιτισμικότητα στην Θρησκευτική εκπαίδευση. Διδακτικά μοντέλα, και μεθοδολογίες και ΤΠΕ στο Μάθημα τ / Inclusive education, diversity, multiculturalism in Religious Education. Teaching models and methodologies and ICT in the Religion course.
Cycle / Level2nd / Postgraduate
Teaching PeriodSpring
CoordinatorVasiliki Mitropoulou
Course ID600015656

Programme of Study: Theology and Culture

Registered students: 10
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course2110
CΗristianikī Grammateía kai IstoríaEE-EMVATHYNSĪS2110
Systīmatikī THeología, Koinōniología kai Spoudī tīs THrīskeíasEE-EMVATHYNSĪS2110
Praktikī THeología kai PaidagōgikīYE-EMVATHYNSĪS2110

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
  • Distance learning
Digital Course Content
The course is also offered to exchange programme students.
General Prerequisites
No prerequisite courses needed
Learning Outcomes
The students at the end of the course should be able: - to know the difference between inclusive and co-education and when it can be applied - to distinguish the difference between interculturalism and multiculturalism during the teaching of Religion - to find out the implementation of ICT in contemporary teaching models - to be able to implement all the above in the Religion course
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Inclusive education as educational philosophy calls schools to provide high quality education to all students. It is a constant process and not a final aim, which should be achieved within a specific time. Co-education concerns the effort for co-existence and co-instruction of the students with learning difficulties with their classmates who do not have such learning difficulties.It appplied the theory that education is a right for all children and pursues the creation of schools which will recognize, understand and know how to face the particularities of the students with special educational needs. Diversity is a term very used in our days. It concerns the outside and inside of a person. The educational system is called to respond to diversity. Teachers are called to manage effectively the situation and should acquire knowledg of psychology, and of special education, sociology and anthropology, so as to include effectively the diversity in their classrooms. The term multiculturalism means the co-existence in a specific geographical space a multiple cultural otherness, which is based on the national, religious and linguistic difference. There are investigated the teaching models and methodologies in Religion course and is examined their modification when ICT are implemented as teaching medium.
Inclusion, diversity, multiculturalism, teaching models
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
ICT is used in the lectures supported by powerpoint and also during the students' presentations of their assignments. They are also used for electronic communication with students via email. For those students who for some reason cannot attend in physical presence, a teleconference is held on one of the platforms provided by the Aristotle University of Thessaloniki.
Course Organization
Laboratory Work32
Reading Assigment75
Field trips and participation in conferences / seminars / activities42
Written assigments75
Student Assessment
The evaluation consists in the study of the proposed bibliography and in the elaboration of a work and its public presentation before the other postgraduate students.
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Course Bibliography (Eudoxus)
1. The Europeanisation of intercultural education? Responses from EU policy-makers. Educational Review, 67:2, 218-235 2. Triandafyllidou, A. & Kokkali I. (2010). Accept Pluraslism. Tolerance and Cultural Diversity Discourses in Greece. Accept Pluralism Working Paper 8/2010. European University Institute 3. White Paper on Intercultural Dialogue. "Living Together as Equals in Dignity". The Council of Europe Ministers of Foreign Affairs. Strasbourg, 7 May 2008
Additional bibliography for study
1.EU Policy on and Practices 2.Inclusive Education in Europe 3.Salzburg Declaration 4. Review_of_Strategies_for_Inclusion_and_Social cohesion in Europe from Education 5. Εργαλεία Σύγχρονης Προσέγγισης της Διαφοροποιημένης Διδακτικής, Οδηγός για τον εκπαιδευτικό, ΙΕΠ, 2015 6. Religious Diversity and Intercultural Education 7. Οδηγός Υλοποίησης και Εφαρμογής Φυσικού Αντικειμένου και Διαχείρισης Οικονομικού Αντικειμένου της Δράσης «Ένταξη Προσφυγοπαίδων, ηλικίας έως 15 ετών, στο Εκπαιδευτικό Σύστημα» με Κωδικό ΟΠΣ 5002810 στο πλαίσιο του Εθνικού Προγράμματος του Ταμείου Ασύλου, Μετανάστευσης και Ένταξης 2014-2020 Κεφάλαιο 1: Στόχος και αντικείμενο της Δράσης
Last Update