The value of interculturality: a constructive critique of the 2025 New Guidelines

Abstract

The contemporary world is characterized by globalization and multiculturalism. Educational institutions inevitably reflect this social plurality. Consequently, no pedagogical approach can disregard interculturality as a foundational element of the educational process. Yet, despite this awareness being acknowledged at both institutional and academic levels, the 2025 National Guidelines do not contain explicit references to intercultural values. This contribution aims to trace the evolution of ministerial regulations and academic literature on interculturality, in order to understand how it has progressively become an indispensable element of pedagogical practice. The objective is to offer critical insights on the 2025 Guidelines, so that the educational system does not regress toward an ethnocentric perspective but continues to evolve in the direction of inclusivity.