Abstract
This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students' critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.