<< Background >>Social inclusion has always been a consideration in Europe, which is grounded on the European vision of democracy within a pluralistic society composed of people of different linguistic and cultural backgrounds. According to UNESCO “the costs of intercultural incompetence are so high, including all the dangers of conflict and war . . . just as our future depends upon our ability to gain and demonstrate intercultural competence today”. It seems that the development of intercultural skills, today, is more essential than ever in order to avoid conflict and the marginalization of citizens on the basis of their cultural identity. In this direction, education and lifelong training should play an active role. Insufficient school capacity in terms of limited resources, luck of relevant education materials and staff equipped to cope with students’ diverse needs and to promote openness to diversity, are some of the barriers that influence students' academic performance and well-being and are in need to be overcome.As European Commission highlights, the lack of professional training and professional development of teachers can be a key source for any dissatisfaction in the quality of their teaching to form competent students with the necessary knowledge, skills and attitudes. Also, studies on teaching practice in culturally heterogeneous settings, showed that teachers are either unable to cope adequately, or feel insecure while dealing with students from various cultural background. Teachers are the key to improving learners' performance and thus, a continuously upgrade of competences they need for life, should be made, while being in constant contact with research for teaching innovations and incorporate new research findings in their teaching practices. Finally, teachers are the key-factors in implementing new curricula effectively. While technology has become a superior vehicle for transmitting knowledge, digital skills should be scaled up while the relational aspects of teaching – be a good mentor – should remain as human capacities of enduring value.Pupils are, also, playing an important role in the effort of teachers’ for activating innovative teaching and inclusion methods, and the improvement the quality of teaching. Pupils’ active participation and engagement with the learning process, co-creation and collaboration, are essential elements that the curricula should encourage and teachers should reinforce.<< Objectives >>In accordance with the above, PETIC is a comprehensive project aimed to equip Physical Education (PE) teachers of primary and secondary education with the appropriate knowledge and skills for raising their own and pupils’ intercultural competence level. By the designing of a Learning Management System and through a Digital Education ecosystem, project attempts to upscale PE teachers’ learning and teaching competences for designing and implemented competence based didactic scenarios tailored made to the needs of their multicultural pupils.Additionally, project aims to ensure equal opportunities for all and attemps to encourage and involve schools and teachers with no experience in European projects, work in schools with high rate of migrant and refugee students and in remote and urban areas, that are most reluctant, or face various participation difficulties.PETIC intends to convert PE into a setting of exploratory learning, research, and expression, and lead all students, regardless of their cultural background, to achieve intercultural understanding, communication and sensitivity. Finally, project takes advantage of the diverse cultural perspectives of all partners and through the exchanging of experience and good practices aims to promote innovative, inclusive and multilingual pedagogies, to support national reforms and promote social inclusion.<< Implementation >>In order to achieve the aims of the project, partners will design and operate a Learning Management System and a Digital Education ecosystem. PE teachers’ training will be implemented based on the blended e-learning principle, both synchronous and asynchronous. PE teachers will be trained on the framework of the Intercultural PE e-guide composed by partners and evaluated by PE teachers-participants to the awareness raising event, taken place in each partners’ country. After training, PE teachers will reflect and deepen the gained knowledge and skills and design their own didactic scenarios tailored made to the needs of their students and schools, and implement them during PE classes.For the evaluation of the objectives and the impact that project have, partners will design relevant assessment tools. Specifically, an intercultural competence evaluation instrument will measure teachers’ knowledge, skills and attitudes on intercultural understanding, awareness and sensitivity prior training and after didactic scenarios’ implementation. Simultaneously, a students’ questionnaire will be designed in order to evaluate the acute effect from their active involvement to teachers’ didactic scenarios. Assessments tools for the evaluation of the LMS system will also be designed.Finally, an audiovisual material will be made. The best three practices of each partners’ country will be recorded by 360o camera and complete the education material.<< Results >>PETIC’s results are multidimensional and refers to the knowledge, skills and attitudes that all involvers will gain. Specifically, as far as it concerns PE teachers, the enrichment and strengthen of their knowledge and skills concerning intercultural communication, sensitivity and awareness, new approaches and methodologies of teaching, and digital teaching will occur. Project will enable teachers to explore and reflect on their own intercultural competence level, demonstrate intercultural understanding and sensitivity with their pupils, elicit curiosity and openness to innovative educational materials and new methodologies of teaching, cope effectively with diversity in a multicultural context, and feel confidence while negotiating meaningful interaction with students from diverse linguistic and cultural backgrounds, reflect on their own cultural beliefs, practices and values, demonstrating intercultural understanding and sensitivity in other social environments, and enhance their ability to assess and validate key competences and to design and implement innovative educational activities complemented by ICT and new technologies. Additionally, teachers’ active participation in a collaborative project with other teachers from their country or other countries will enhance their professional moral and work attitude in order of becoming ambassadors of societal change in their school, local and national community by attracting fellow teachers and colleagues in similar endeavors. Regarding to participant students, project will result in acquiring knowledge and understanding on intercultural competence. Pupils will be aware about other cultures and intercultural interaction, feel confident in communicating and cooperating effectively with peers from diverse cultures, show interest in participating in similar intercultural PE lessons.In a school level, project will reinforce an inclusive school climate where all pupils are treated as equals and develop communication channels among school, students, participant students’ families, their immediate background, and the local community. Moreover, project will offer schools the opportunity to expand their horizons and perspectives of collaboration with other schools in a local, national and transnational level, and to apply, implement and adopt nontraditional educational methods and activities.Participants of the multiplier events will gain the necessary knowledge and arise curiosity and openness, in order to explore intercultural competence and implement social inclusion actions in the school environment.Also, project will equip National, European and International PE teachers with a high-quality teacher's e-guide and didactic scenarios material (e-book and 360 videos) for teaching pupils intercultural understanding, communication and sensitivity, according to the new, innovative teaching methods and approaches, as well as the relevant assessment tools.Additionally, the LMS, designed and tested during project’s lifetime, will provide all educators and stakeholders with a useful practice guide for lifelong training. Finally, the Conclusions and recommendations for future use guide, as the overall framework of the project, will be used in the participating states as a basis to launch programs aiming methodological development in the field of social inclusion inside and outside formal education. Local and National authorities of the partner's country, as well as other EU member states, will have a valid evaluation instrument to use, and assess intercultural competence level and make invariant comparisons in a national and transnational level.